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Digitized  by  the  Internet  Archive 

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http://www.archive.org/details/educationalgymnOOstecrich 


THEORY  AND  PRACTICE  OF 


EDUCATIONAL  GYMNASTICS 


FOR 


Boys'  and  Girls'  High  Schools 

BY 
WILLIAM  A.  STECHER,  B.  S.  G. 

Director  Physical  Education,  Public  Schools,  Philadelphia,  Pa. ; 

Secretary,  Committee  on  Physical  Education, 

Norih  American  Gymnastic  Union; 

Editor,  "Mind  and  Body." 


PUBLISHED  BY 

JOHN  JOSEPH  McVEY 

PHILADELPHIA,  PA. 


■»      •«  »  4     \»*    '        * 


.7  » 


5^1 


COPYRIGHTED.  1917 

BY 

WILLIAM  A.  STECHER 


TABLE  OF  CONTENTS 


PART  I 

Determining  Principles 7 

I.     The  Aims  of  Physical  Training  7 

II.     The  Means    , 8 

III.     The  Types  of  Lessons '9 

IV.     Aims  of  the  Types  of  Movement  Classified 30 

V.     General  Notes 11 

VI.     Viewpoints  Guiding  the  Selection  of  Physical  Training  Material 12 

First  Group —    For  Pupils     6  to  10  Years  of  Age    12 

Second  Group— For  Pupils     9  to  13  Years  of  Age    13 

Third  Group —  For  Pupils  12  to  15  Years  of  Age    14 

Fourth  Groups — For  Pupils  15  to  20  Years  of  Age    15 

VII.     Principles  Underlying  the  Combining  of  Movements  Into  Free  Exercises  17 

1.  Pertaining  to  the  Selection  of  Simple  Exercises   17 

2.  Pertaining  to  Trunk  Exercises    17 

3.  Pertaining  to  Sequences    •. 17 

4.  Pertaining  to  Synchronous  Movements   17 

5.  Pertaining  to  Increasing  the  Difficulty  of  Co-ordinations   18 

VIII.     Chart  Showing  Class- Aims  (Average  Performances) 19 


PART  II 

Physical  Training  Material  for  Boys. 

First  High  School  Year 21 

I.     Tactics    21 

II.     Free  Exercises 23 

III.     Ehythmic  Steps   -  .-  .  .  25 

IV.     Games.     Track  and  Field  Work 27 

V.     Apparatus  Work  29 

Second  Year's  Work 33 

I.     Tactics    33 

II.     Free  Exercises 35 

III.     Rhythmic  Steps   35 

IV.     Games.     Track  and  Field  Work 35 

V.     Apparatus  Work 37 

Third  Year's  Work  41 

I.     Tactics    41 

II.     Free  Exercises   41 

III.     Rhythmic  Steps   43 

IV.     Games.     Track  and  Field  Work 43 

V.     Apparatus  Work  45 

Fourth  Year 's  Work 49 

I.     Tactics    49 

II.     Free  Exercises  49 

III.     Rhythmic  Steps   49 

IV.     Games.     Track  and  Fifeld  Work 49 

V.     Apparatus  Work  51 


PART  III 

Physical  Training  Material  for  Girls. 

First  High  School  Year   55 

I.     Tactics    55 

II.     Free  Exercises   57 

III.     Rhythmic  Steps   59 

IV.     Games.     Track  and  Field  Work 59 

V.     Apparatus  Work   61 

Second  Year 's  Work   67 

I.     Tactics 67 

II.     Free  Exercises   69 

III.     Rhythmic  Steps   " 69 

IV.     Games.     Track  and  Field  Work 71 

V.     Apparatus  Work ^ 71 

Third  Year 's  Work    77 

I.     Tactics    77 

II.     Free  Exercises   77 

III.     Rhythmic  Steps 79 

IV.     Games.     Track  and  Field  Work  79 

V.     Apparatus  Work   79 

Fourth  Year 's  Work   85 

I.     Tactics    85 

^-    II.     Free  Exercises   85 

III.     Rhythmic  Steps   .  .♦ 85 

IV.     Games.     Track  and  Field  Work  85 

V.     Apparatus  Work  87 

Reference  Books   89 


APPENDIX 

A.  Illustrations  of  the  principal  gymnatic  positions  in  free  exercises  and  rhythmic 

steps    90 

B.  Corrective  Gymnastics 99 


A  FOUR  YEARS'  COURSE  OF  STUDY  IN 

PHYSICAL  TRAINING 


FOR  BOYS'  AND  GIRLS* 
HIGH  SCHOOLS. 


Part    I.      Determining  Principles  Part    II.      Material  for  Boys*  Work 

Part   III.      Material   for   Girls*    Work 


PART  I.     DETERMINING  PRINCIPLES 


I.     The  Aims  of  Physical  Training 

The  first  aim  of  school  gymnastics  is  to  maintain  and  increase  health, 
to  develop  and  increase  organic  strength.  Corrective  work  is  a  subdivision 
of  this  aim. 

The  second  aim  is  to  develop  and  increase  skill,  also  courage,  determi- 
nation, presence  of  mind,  honesty,  and  other  mental  and  moral  qualities. 

Physical  training,  therefore,  must  embrace  the  following  types  of 
exercise : — 

(a)  Exercises   that   develop   prompt   response  to   commands    (obedi- 

ence). 

(b)  Exercises  that  develop  initiative  and  skill  (resourcefulness), 
(c)'  Exercises  that  develop  co-operation  (loyalty,  unselfishness). 

(d)  Exercises  that  develop  determination  (leadership). 

(e)  Exercises  that  develop  the  musculature  (improved  posture). 


II.     The  Means 

1.  The  gymnastic  means  which  the  school  can  use  to  accomplish  these  aims 

are: — 

(a)  Tactics;  (b)  Free  Exercises;  (c)  Rhythmic  Steps;  (d)  Games, 
Track  and  Field  Work,  Miscellaneous  Activities;  (e)  Appa- 
ratus Work. 

2.  According  to  their  effects  upon  the  body  these  means  may  be  grouped 

as  follows: — 

Group  1.  As  Exercises  of  Endurance  and  Quickness,  like  running, 
playing  of  games,  dancing,  swimming,  tramping,  row- 
ing, sledding,  skating,  etc. 

Group  2.  As  Exercises  of  Skill  and  of  Localized  Strength,  like  the  free 
exercises  without  and  with  hand  apparatus  (wands, 
dumb-bells,  clubs,  etc.)-,  also  exercises  like  vaulting, 
jumping,  etc.,  or  exercises  upon  apparatus  like  the 
horse,  horizontal  and  parallel  bars,  booms,  rings,  lad- 
ders, etc. 

Group  3.     As  Exercises  of  Order,  marching  exercises  (tactics). 
Group  4.     As  Exercises  of  Strength,  like  wrestling,  lifting  weights,  etc. 

3.  In  accomplishing  the  aims  outlined  above,  the  relative  importance  of 

the  means  are  as  follows:— 

(a)  The  first  place  is  to  be  given  to  Exercises  of  Endurance  and 
Quickness;  i.  e.,  to  exercises  that  have  as  their  aims  the  increased  mo- 
bility of  the  chest,  the  development  of  sound  heart  and  lungs,  increased 
metabolism  in  the  shortest  time ;  namely  to  exercises  designed  primarily 
for  health  and  organic  strength. 

(b)  The  second  place  is  to  be  given  to  Exercises  of  Skill  and  of 
Localized  Strength;  i.  e.,  to  exercises  whose  aim  is  to  increase  co-ordi- 
nation or  to  increase  the  strength  of  localized  groups  of  muscles. 

(e)  The  third  place  should  be  given  to  Order  Exercises  (tactics). 

(d)  Exercises  of  strength  should  not,  as  a  rule,  be  considered  in 
school  gymnastics. 


III.     The  Types  of  Lessons 

Whenever  possible,  all  gymnastic  work  should  be  done  out  of  doors. 
Even  the  best  ventilated  and  cleanest  gymnasium  is  an  indifferent  sub- 
stitute for  the  open  air.  7he  gymnasium  is  useful  mainly  in  inclement 
weather. 

The  following  types  of  lessons  show  the  approximate  time  to  be  given 
to  the  different  groups  of  work.    A  lesson  is  supposed  to  last  45  minutes. 

Type  No.  1 — Outdoor. 

1.  Exercises  of  endurance  and  quickness 25  to  30  minutes 

2.  Exercises  of  skill  and  localized  strength 12  to  15  minutes 

3.  Order  exercises 3  to     5  minutes 

Type  No.  2 — Indoor. 

1.  Exercises  of  endurance  and  quickness 20  to  25  minutes 

2.  Exercises  of  skill  and  localized  strength 18  to  20  minutes 

3.  Order  exercises 3  to    5  minutes 

Time  and  Arrangement. 

The  time  and  the  arrangement  of  the  different  parts  of  a  gymnastic 
lesson  lasting  45  minutes  would  be  approximately  as  follows: — 

1.  Tactics,  2  to  4  minutes ; 

2.  (a)  Running,  2  to  4  minutes;  (b)  Rhythmic  steps,  8  to  12  minutes; 

3.  Free  exercises,  6  to  8  minutes ; 

4.  Apparatus  work,  or  track  and  field  work,  10  to  12  minutes; 

5.  Games,  10  to  12  minutes. 

In  boys '  classes,  the  time  specified  for  rhythmic  steps  will  often  be  used 
for  apparatus  work,  or  track  and  field  work,  or  games. 


10 

IV.     Aims  of  the  Types  of  Movement  Classed  Under  the 
Different  Groups 

(In  all  exercises  good  form  is  of  the  greatest  importance.) 

Group  No.  1 — Exercises  of  Endurance  and  Quickness. 

Running,  both  as  a  simple  exercise  and  in  games,  is  of  the  utmost  im- 
portance in  quickly  increasing  circulation  and  respiration,  in  developing 
heart  and  lungs,  in  increasing  mobility  of  the  chest. 

If  rhythmic  steps  are  taken  instead  of  running,  they  must  be  of  a  vig- 
orous type,  to  induce  strong  action  of  the  heart  and  lungs.  Games,  to 
come  under  this  head,  also  must  be  of  the  vigorous  type  having  much  move- 
ment of  the  whole  body. 

Games  and  the  competitive  forms  of  track  and  field  work  should  be 
used  as  some  of  the  schools'  most  effective  means  of  influencing  the  moral 
growth  of  boys  and  girls. 

While  it  may  appear  difficult  to  influence  swimming,  tramping,  sled- 
ding, rowing,  skating,  etc.,  it  must,  nevertheless,  be  the  aim  of  teachers  of 
physical  training  to  get  their  pupils  to  indulge  in  these  forms  of  natural 
exercise.  Pupils  should  also  be  encouraged  to  play  highly  organized  games. 
This  may  be  done  by  the  formation  of  permanent  teams  and  clubs,  and  by 
the  preparation  of  schedules  for  play,  or  any  other  physical  training  activ- 
ity, after  the  regular  hours  of  school,  also  on  Saturdays  and  on  holidays. 

Group  No.  2 — Exercises  of  Skill  and  Localized  Strength, 

The  free  exercises  (calisthenics)  come  under  this  head.  For  hia:h 
school  boys,  especially,  they  should  be  taken  with  light  iron  wands,  iron 
dumb-bells,  or  with  clubs,  so  as  to  increase  their  effectiveness.  Exercises 
for  the  muscles  of  the  trunk  must  predominate.  "Whenever  possible  all 
movements  of  this  kind  should  first  be  taken  upon  command,  and  then  in 
rhythm  (in  time,  in  series).  When  taken  upon  command,  wherever  prac- 
ticable they  should  be  combined  with  breathing  exercises.  When  exer- 
cises have  been  well  learned  and  are  appropriate,  they  should  at  times  be 
performed  to  music. 

IMost  forms  of  field  work,  also  the  exercises  upon  fixed  apparatus,  be- 
long to  Group  No.  2  (Track  events  like  running  belong  to  Group  No.  1.) 
Exercises  must  be  selected  which  keep  as  many  pupils  as  possible  employed 
at  the  same  time.  The  object  is  to  secure  skill  and  correctness  of  execution, 
and  to  strengthen  certain  rather  well  defined  groups  of  muscles.  Many  of 
these  exercises,  especially  the  exercises  upon  apparatus,  are  admirable  to 
develop  courage,  determination,  presence  of  mind,  and  like  mental  qual- 
ities. 

Group  No.  3 — Order  Exercises. 

Tactics  should  be  used  to  accustom  the  class  to  prompt  obedience  and 
1o  co-operative  action.     They  have  no  value  for  muscular  development. 


11 

V.     General  Notes 

« 

1.  As  a  rule,  pupils  of  the  same  school  grade  should  be  grouped  in  a 
class.  This  class  should  then  be  divided  into  at  least  two  divisions,  based 
upon  physical  fitness. 

2.  Classes  composed  of  pupils  of  different  grades  must  be  divided  into 
several  groups,  based  upon  previous  instruction  and  upon  physical  fitness. 
Successful  teaching  in  sub-divided  classes,  also  in  all  kinds  of  team  work, 
is  conditioned  on  competent  leaders.  Promising  pupils  should  be  selected 
and  given  separate  instruction,  and  developed  as  a  class  of  leaders.  With 
competent  leaders  enough  sub-divisions  may  be  made  to  accommodate 
pupils  of  many  degrees  of  physical  development. 

3.  As  soon  as  a  good  co-ordination  has  been  developed  and  the  class 
aims  reached,  it  is  wise,  not  only  to  allow,  but  to  encourage  pupils  to  invent 
suitable  exercises  and  combinations  (chosen  exercises)  not  only  on  all 
pieces  of  apparatus,  but  also  in  other  forms  of  physical  training  that  lend 
themselves  to  the  expression  of  individuality. 

4.  At  suitable  times  during  a  lesson  attention  should  be  called  to  the 
effect  of  particular  exercises.  The  physical  training  period  also  lends 
itself  well  to  appropriate  instruction  in  personal,  school  and  community 
hygiene.     This  opportunity  should  constantlj^  be  used — ^but  with  discretion. 

5.  While  the  class-aims  for  boys  and  girls  are  practically  alike,  there 
should  be  a  great  difference  in  the  method  of  teaching  gymnastics  to  the 
two  sexes.  Any  instruction,  mental  as  well  as  physical,  which  with  girls 
interferes  with  the  menstrual  period,  is  of  evil  and  should  cease. 

6.  In  general  the  differences  between  the  work  of  boys  and  girls  are 
as  follows: — 

(a)  For  girls  more  weight  should  be  placed  upon  rhythmic  steps,  and 

upon  corrective  work. 

(b)  In  the  track  and  field  work,  the  apparatus  work,  and  also  in  the 

games,  the  physical  work  demanded  of  girls  should  not  be  as 
great  as  that  required  of  boys. 

(c)  For  girls  there  should  be  less  competitive  track  and  field  work 

than  for  boys,  also  fewer  strenuous  games,  both  forms  to  be 
limited,  as  a  rule,  to  intra-dass  and  intra-school  competitions. 

(d)  For  boys  there  should  be  a  gradually  increasing  amount  of  com- 

petition in  track  and  field  work,  in  apparatus  work,  and  also 
in  games.  This  competition  chiefly  should  be  intra-class  and 
intra-school,  and  only  exceptionally  should  it  be  with  outer- 
school  teams. 

7.  By  action  of  The  Board  of  Public  Education,  all  inter-school  ath- 
letic work,  in  high  as  well  as  in  elementary  schools,  is  placed  under  the 
direction  of  the  Supervisory  Committee  on  Athletics  (see  ** Handbook  •  of 
Athletic  Activities").  The  Director  of  Physical  Education  is  chairman 
of  this  committee. 


12 


VI.     VIEWPOINTS  GUIDING   THE  SELECTION   OF   PHYSICAL 

TRAINING  MATERIAL  FOR  THE  DIFFERENT  AGE-GROUPS 

IN  THE  ELEMENTARY  AND  HIGH  SCHOOLS 

First  Group — For  Pupils  6,  7,  8,  9  and  1  0  Years  of  Age 
School  Grades   1 ,  2  and  3 

Excepting  the  Kindergarten,  this  is  the  first  period  of  school  work.  So 
far  as  its  effect  upon  health  is  concerned,  for  the  average  child  school  life 
means  a  change  from  a  free  active  life  to  one  requiring  not  only  a  consider- 
able amount  of  sitting,  but  also  decreased  muscular  activity;  i.  e.,  to  con- 
ditions interfering  with  sound  grow^th.  The  result  is  a  decreased  incentive 
for  lung  growth,  and  a  decreased  circulation  of  blood  and  lymph. 

The  essential  viewpoints  in  the  choice  of  gymnastic  material  for  this 
period,  therefore,  must  be: — 

First.  To  select  exercises  that  quickly  increase  metabolism,  and  that 
induce  a  healthy  normal  growth. 

Second.  To  select  exercises  that  directly  counteract  the  detrimental 
effects  upon  health  which  the  habituation  to  school  life  brings  to  the  child. 

During  this  period,  especially  at  its  beginning,  a  child  is  too  weak 
and  undeveloped  to  perform  exercises  designed  primarily  to  greatly  increase 
muscular  strength,  or  to  develop  special  sets  of  muscles.  The  aim  must 
be  to  select  exercises  that  actively  engage  large  muscle  masses,  and  which 
at  the  same  time  stimulate  respiration  and  circulation. 

The  activities  employed  for  these  ends  should  be  mainly  plays  and 
games,  as  they  create,  largely,  feelings  of  joy,  and  give  opportunity  for 
spontaneous  action  of  the  will  power.  At  appropriate  times,  and  especially 
when  bad  weather  makes  it  impossible  to  exercise  in  the  open  air,  the  gym- 
nastic lesson  should  consist  of  exercises  for  increasing  good  posture,  of 
vigorous  trunk  exercises,  of  marching  and  of  rhythmic  steps. 

Where  it  is  possible,  it  should  be  the  rule  that  gymnastics  must  be 
performed  out  of  doors.  No  indoor  exercises,  however  valuable,  can  be 
compared  in  their  effect  upon  blood  enrichment  to  the  value  of  these  same 
exercises  when  performed  out  of  doors  in  the  sunlight. 

During  this  first  school  period  the  teacher  begins  to  discover  that 
some  pupils  are  of  slow  mentality.  For  the  mental  stimulation  of  these 
pupils  simple  gymnastic  games,  and  the  song  games  with  arm  or  leg 
movements  are  very  valuable. 

If  children  are  of  the  extremely  nervous  type  their  gymnastic  work 
should  consist  mainly  of  rhythmic  exercises  (not  of  exercises  performed 
upon  command).  Exercising  with  properly  selected  music,  also,  is  very 
valuable  in  such  cases. 


13 

The  fundamental  ideas  in  selecting  gymnastic  material  for  this  age- 
group  are:  large  movements  employing  the  large  muscle  masses;  pre- 
dominantly spontaneous  and  rhythmic  work;  much  self -activity  in  the 
games  and  plays. 

The  essentials  to  be  demanded  in  the  gymnastic  lessons  are: — 

(a)  Good  posture  in  standing  and  marching. 

(b)  Vigorous  trunk  exercises  combined  with  simple  arm  and  leg 
movements. 

(c)  Elementary  rhythmic  steps  in  alternation  with  marching;  also 
simple  combinations  of  leg  and  arm  movements. 

(d)  Easy  apparatus  work,  track  and  field  work,  and  games. 

Exercises  of  skill  during  this  period  are  a  most  important  gymnastic 
factor.  Games  may  be  employed  to  teach  co-ordination,  quickness  and 
readiness.  At  the  end  of  this  period  children  begin  to  be  interested  in 
team  games  of  low  organization. 

In  track  and  field  work,  fast  running  (sprinting)'  from  50  yards 
gradually  leading  up  to  75  yards  (at  the  end  of  this  period)  should  receive 
an  increasingly  prominent  place.  Endurance  (slow)  running  should  pro- 
gress from  2  to  5  minutes.  Broad  jumping,  both  from  a  stand  and  a  run, 
should  be  practiced.  At  the  end  of  this  period  ice  and  roller  skating 
should  be  encouraged. 

In  apparatus  work  easy  exercises  of  agility,  mainly  in  the  hang,  and  in 
hang-lying,  should  receive  careful  attention. 


Second  Group — For  Pupils  9,    10,    11,    12  and   1  3  Years  of  Age 
School  Grades  4,  5  and  6 

During  the  last  years  of  this  period  girls  arrive  at  puberty.  The 
viewpoints  regarding  the  selection  of  work  remain  as  before,  but  much 
greater  demands  can  be  made  upon  skill,  upon  more  difficult  co-ordinations. 

Games  requiring  closer  co-operation  begin  to  appeal  to  this  group. 
The  games  of  boys  are  characterized  by  a  fighting,  antagonistic  spirit; 
games  requiring  increased  skill,  daring  and  courage  appeal  very  much 
to  this  age-group. 

The  track  and  field  work  should  consist  of  sprinting  up  to  100  yards, 
and  endurance  runs  from  6  to  8  minutes.  Broad  and  high  jumping,  also 
the  triple  standing  jump,  and  the  hop,  step  and  jump  should  be  practiced. 

Swimming  should  be  taught  to  pupils  at  the  end  of  their  fourth  school 
year.  Older  pupils  should  be  encouraged  to  practice  the  more  advanced 
swimming  strokes.  Greater  skill  in  skating  should  be  encouraged.  In  fact 
eveiy  form  of  outdoor  exercise  like  sledding,  rowing,  tramping,  etc.,  should 
be  welcomed  as  a  legitimate  means  to  cultivate  hardiness  and  vigor. 


14 

In  apparatus  work  exercises  in  the  hang  and  in  the  support-stand  may 
be  of  medium  difficulty.  These  exercises  should  be  designed  primarily  for 
increasing  skill,  also  for  increasing  the  strength  of  the  arms  and  of  the 
abdominal  muscles. 

The  essentials  demanded  in  the  gymnastic  lesson  are: — 

(a)  Good  posture. 

(b)  Free  exercises  of  a  medium  degree  of  difficulty  performed  with 
energy  and  precision. 

(c)  Rhythmic  steps  of  medium  difficulty  executed  with  good  finish. 

(d)  Apparatus  work  of  medium  difficulty,  track  and  field  work,  and 

games. 

Third   Group — For  Pupils   12,    13,    14  and    15   Years  of  Age 
School  Grades  7  and  8 

A  characteristic  of  this  age-period  is  an  increased  rapidity  of  the 
growth  of  the  lungs  and  heart. 

Games  demanding  much  running  should  give  to  these  vital  organs  the 
stimulus  they  need  for  increased  activity.  Team  games  of  increasing 
complexity,  but  requiring  no  great  endurance,  are  ideal  forms  of  exercise 
at  this  period. 

Track  and  field  work  should  consist  of  sprinting  up  to  150  yards,  and 
of  endurance  runs  from  8  to  10  minutes.  To  the  jumping  of  the  former 
periods  should  be  added  low  hurdling  and  pole  vaulting.  Bo^'s  and  girls 
at  the  end  of  this  period  should  readily  swim  one  hour,  and  know  the 
different  swimming  strokes.  In  skating,  also,  they  should  be  adepts. 
Tramping  from  5  to  10  miles  is  of  great  value  and  should  be  encouraged. 

In  apparatus  work  exercises  in  the  hang  should  require  more  skill. 
Momentary  support  should  alternate  with  mounts,  dismounts  and  vaults. 
For  girls'  exercises  designed  to  strengthen  the  muscles  of  the  back  and  of 
the  abdomen  should  predominate. 

During  the  whole  lesson,  both  in  free  exercises  and  in  apparatus  work, 
the  demands  upon  the  skill,  agility  and  strength  of  the  pupils  should  be 
increased.  Boys  especially  should  have  exercises  demanding  resoluteness, 
daring  and  courage. 

Up  to  a  short  time  before  puberty  there  need  be  no  great  difference 
between  the  exei^cises  for  both  sexes.  With  the  advent  of  this  change,  how- 
ever, the  many  valuable  exercises  in  the  hang  on  the  ladders,  rings,  giant 
strides,  etc.,  offer  to  the  girls  the  same  opportunities  for  self -activity  that 
the  more  violent  forms  of  exercise  on  the  bars,  buck,  etc  ,  offer  to  boys. 

In  the  physical  training  work  the  essentials  are : — 

(a)  Good  posture. 

(b)  Vigorous  trunk  exercises. 

(c)  The  correct  co-ordinations  demanded  by  the  more  advanced 

rhythmic  steps. 

(d)  Apparatus  exercises  of  a  fair  degree  of  skill,  track  and  field 

work,  and  games. 


15 


Fourth  Group — For  Pupils  from   15  to  20  Years 
The  High  School  Group 

This  age-group  might  be  divided  into  two  periods,  A  from  15  to  17 
>ears,  B  from  17  to  20  years. 

During  the  first  period  the  boys  arrive  at  puberty.  Besides  this  great 
physiologic  change,  another  characteristic  of  this  period  is  the  most  rapid 
growth  of  lungs  and  heart  for  both  sexes.  During  the  years  from  14  to 
18  the  heart  practically  doubles  its  size.  Based  upon  the  law  that  appro- 
priate stimulation  of  an  organ  when  it  is  growing  most  rapidly  will  pro- 
duce the  best  results,  heart  and  lungs  at  this  period  of  a  boy's  or  girl's 
life  should  receive  much  stimulation  by  means  of  suitable  exercise.  The 
best  exercise  to  stimulate  heart  growth  is  running.  Games,  therefore,  and 
activities  that  demand  much  running,  but  no  severe  strain,  are  most  valu- 
able forms  of  exercise. 

The  viewpoint  determining  the  selection  of  gymnastic  material  for 
girls  is  the  same  as  in  the  preceding  period. 

The  games  of  both  girls  and  boys  now  should  demand  the  highest 
forms  of  skill,  but  not  much  endurance.  Running  games  should  give  the 
body  much  encouragement  for  vigorous  growth.  In  the  selection  of  phys- 
ical training  material  one  thing  always  must  be  kept  in  mind;  i.  e.,  the 
body  must  never  be  deprived  of  the  material  it  needs  for  growth  by  a  boy 's 
participation  in  men's  games,  or  in  activities  demanding  great  endurance. 
Marathon  races  of  all  kinds  on  land  or  w^ater,  as  well  as  football  or  basket 
ball  games  played  according  to  rules  designed  for  adults  should  not  be  per- 
mitted if  the  growing  youth  is  expected  to  develop  into  vigorous  manhood 
or  womanhood. 

Track  and  field  work  should  consist  of  fast  running  up  to  220  yards ; 
cross-country  runs  (no  speed)  up  to  30  minutes  are  permissible.  Throw- 
ing and  putting  should  be  added  to  the  field  events  of  the  preceding  periods, 
while  swimming,  skating,  sledding,  tramping,  rowing  and  other  natural 
forms  of  exercise  should  receive  full  recognition  and  unceasing  encourage- 
ment. 

In  apparatus  work,  especially  for  boys,  exercises  in  the  support,  and 
vaulting  should  now  receive  attention,  while  for  both  sexes  the  exercises 
of  skill  performed  in  the  hang  may  be  increased. 

Suitable  apparatus  work  is  of  special  benefit  to  the  high  school  girl 
in  giving  her  a  training  for  courage  and  determination  and  an  impetus  to 
develop  initiative  which  modern  life  makes  increasingly  necessary  for  girls. 
As  creators  of  *'joy  in  achievement"  the  ''stunts"  possible  on  suitable 
apparatus  are  factors  of  no  small  importance  in  guiding  a  girl's  life  into 
proper  channels. 

During  the  whole  physical  training  work  in  the  high  school  period  the 
tendency  to  select  forms  of  exercise  that  develop  initiative  and  individual- 
ity should  predominate.    That  part  of  the  lesson  devoted  tc  free  exercises, 


16 

therefore,  should  be  short  and  be  filled  with  vigorous  physical  work  de- 
manding not  too  much  concentration. 

The  characteristics  of  a  gymnastic  lesson  should  be: — 

(a)  A  sustained  effort  to  increase  good  posture. 

(b)'  Vigorous  trunk  exercises,  made  more  valuable  and  interesting  by 
the  frequent  use  of  suitable  hand  apparatus. 

(cj  Rhythmic  steps  demanding  (especially  for  girls)  difficult  co- 
ordinations. 

(d)  Apparatus  work  demanding  skill,  track  and  field  work,  and  games. 

During  the  second  period  of  this  age-group,  17  to  20  years,  the  young 
man  is  gradually  nearing  maturity.  As  a  rule  height  has  reached  its 
maximum  and  breadth  begins  its  development. 

'  His  games  may  now  demand  a  medium  amount  of  endurance.  With 
boys  the  musculature  now  is  becoming  strong  enough  to  allow  the  gradual 
introduction  of  strength  exercises  like  wrestling,  putting  the  shot,  putting 
up  of  medium-weight  dumbbells,  and  the  countless  forms  of  exercises  upon 
apparatus. 

If  he  has  received  the  training  outlined  for  the  preceding  years,  fast 
running  at  all  distances  and  cross-country  running  up  to  one  hour  are 
permissible.  Rowing  as  a  sport  may  be  begun.  Training  for  any  one 
sport  should,  however,  be  discouraged.  Girls  at  this  age,  and  later,  revel  in 
the  highest  forms  of  aesthetic  dancing. 

With  the  completion  of  the  twentieth  year  most  men  have  arrived  at 
maturity.  For  approximately  the  next  twenty  years  man  can  undertake 
any  kind  of  physical  work  without  this  interfering  with  his  bodily  develop- 
ment. 

Women,  organically  healthy,  may  participate  with  profit  in  running 
short  distances,  in  appropriate  forms  of  throwing,  in  swimming  and  in  other 
forms  of  competition  requiring  no  violent  effort. 

It  is  doubtful  if  after  puberty  it  is  wise  to  encourage  most  women  to 
take  part  in  vigorous  athletic  competition.  Participation  in  an  athletic 
meet  in  each  case  must  be  decided  upon  the  physical  fitness  of  the  partici- 
pant at  this  time. 


]7 


VII.     PRINCIPLES  UNDERLYINb  THE  COMBINING  OF 
MOVEMENTS  INTO  FREE  EXERCISES 

The  elementary  movements,  also  the  combinations,  always  must  be 
adapted  to  the  age  and  sex,  as  well  as  to  the  mental  and  physical  ability  of 
the  pupils. 

1.  Pertaining  to  the  Selection  of  Simple  (Elementary)  Exercises. 

Only  movements  having  ''gymnastic  value"  should  be  selected. 

The  ' '  gymnastic  value "  of  a  movement  may  lie  in  the  fact  that  it 
possesses  (a)  hygienic  value;  (b)  developmental  value ;  (c)  postural 
value;    (d)  natural  co-ordinative  value;  or  (e)  a  combination  of  these. 

2.  Pertaining  to  Trunk  Exercises. 

Trunk  movements  should  be  performed  only  in  an  established 
base.  The  legs  should  be  fixed  before  the  trunk  movements  begin. 
The  exceptions  to  this  rule  are  combinations  like  the  balance-stands, 
the  fall-out  and  lay-outs.  These  exercises  are  not  given  primarily 
for  the  purpose  of  obtaining  a  forceful  execution  of  trunk  exercises. 

3.  Pertaining  to  Sequences. 

(a)  Sequences  should  train  and  develop  natural  co-ordinations,  or 

(b)  They  should  possess  value  as  a  means  of  increasing  the  effect 

of  combined  exercises  either  in  hygienic,  postural  or  de- 
velopmental directions. 

4.  Pertaining   to  Synchronous   Movements. 

Combinations  of  movements  should  have  not  only  a  physical  value, 
but  also  an  aesthetic  and  rhythmic  value. 

(a)  iMovements  performed  simultaneously  should  have  the  same 

''time  value;"    they  should  possess  "rhythmic  similar- 
ity." 
Where  two  exercises  are  performed  in  alternation  they  should 
have  the  same  time  value. 

(b)  Movements  performed  simultaneously   should  possess  "har- 

mony of  action. ' '  This  would  mean  that  arm  movements 
of  combative  origin  (thrusting,  striking,  etc.)  i.  e.,  ex- 
ercises with  a  psychologic  value  should  be  combined  pri- 
marily with  the  leg  and  trunk  movements  which  naturally 
accompany  these  (as  stepping  and  lunging),  while  arm 
movements  of  artificial  origin  (straightening,  raising, 
carrying,  etc.),  should  be  used  largely  to  increase  the 
physiologic  value,  especially  of  slow  trunk  exercises. 


18 

5.      Pertaining  to  Increasing  the  Difficulty  of  Co-ordinations. 

The  progression  in  difficulty  of  execution  in  free  exercises  is  based 
upon  either  physical  or  mental  means,  or  upon  a  combination  of  both. 

(a)  Physical  means  are: — 

(1)  Narrowing  the  base  of  support. 

(2)  Raising  the  center  of  gravity. 
(3)'  Combinations  of  the  above. 

(b)  Mental  means  are: — 

(1)  To  move  the  different  body-parts  used  in  combinations 

or  in  sequences  in  the  same  direction ;   e.  g.,  forward 
and  forward. 

(2)  To  move  them  in  opposite  directions ;  e.  g.,  forward  and 

backward. 

(3)  To  move  them  in  different  directions;    e.  g.,  forward 

and  sideward. 


I 


1 
1 


19 

VIII.     Charts  Showing  Age- Aims  (average  performances)  also, 
in  parentheses,  good  performances,  by  ages  and  sex. 

EVENTS 

YEARS 

8 

9 

10 

11 

12 

13 

14 

16 

16 

17 

18 

Running  50  Yards 

(In  seconds  and  tenths) 

GIRLS 
BOYS 

9.4 
(9.0) 

9.0 
(8.8) 

9.2 
(8.8) 

8.8 
(8.6) 

8.8 
(8.4) 

8.4 

(8.2) 

8.6 
(8.2) 

8.2 
(8.0) 

8.4 
(8.0) 

8.0 
(7.6) 

8.4 
(8.0) 

7.8 
(7.6) 

8.4 
(7.8) 

7.6 
(7.2) 

8.2 
(7.6) 

7.4 
(7.0) 

Running  60  Yards 

j         (In  seconds  and  tenths) 

GIRLS 
BOYS 

12.6 
(10.0) 

11.8 
(9.4) 

12.4 
(9.8) 

11.4 
(9.2) 

11.6 
(9.2) 

10.8 
(9.0) 

11.0 
(9.0) 

10.4 
(8.8) 

10.8 
(8.6) 

10.0 
(8.2) 

10.8 
(8.2) 

9.8 
(8.0) 

10.8 
(8.6) 

9.4 

(7.6) 

11.0 
(9.4) 

'9.0 
(7.6) 

Running  75  Yards 

(In  seconds  and  tenths) 

GIRLS 
BOYS 

15.4 
(12.4) 

14.1 
(11.6) 

14.6 
(11.0) 

13.6 
(10.8) 

14.2 
(10.4) 

13.2 
(9.8) 

13.8 
(10.2) 

12.6 
(9.8) 

13.6 
(10.2) 

12.2 
(9.6) 

13.4 
(10.4) 

11.8 
(8.8) 

14.0 
(11.0) 

11.4 
(8.4) 

14.4 
(11.8) 

11.0 
(8.0) 

Running  100  Yards 

(In  seconds  and  tenths) 

GIRLS 
BOYS 

19.2 
(18.0) 

19.2 
(18.0) 

18.6 
(16.8) 

18.6 
(16.8) 

17.2 
(15.8) 

17.2 
(15.8) 

16.8 
(15.6) 

16.2 
(15.2) 

16.6 
(15.6) 

15.4 
(15.0) 

16.4 
(15.4) 

16.0 
(14.4) 

16.2 
(15.4) 

14.2 
(13.6) 

16.2 
(15.2) 

13.4 
(13.0) 

standing  Broad  Jump 

(In  feet  and  inches) 

GIRLS 
BOYS 

3.0 
(4.4) 

3.4 

(4.4) 

3.1 
(4.6) 

3.8 

(4.10) 

3.3 
(4.9) 

4.0 
(5.4) 

3.6 
(5.0) 

4.3 

(5.10) 

3.8 
(5.3) 

4.6 
(6.3) 

3.10 
(5.6) 

4.9 
(6.6) 

4.0 
(6.0) 

5.2 
(6.10) 

4.1 
(6.0) 

5.5 

(7.4) 

Running  Broad  Jump 

(In  feet  and  inches) 

GIRLS 
BOYS 

5.5 
(6.0) 

6.0 
(ti.9) 

5.6 
(6.2) 

6.6 
(7.0) 

5.10 
(6.8) 

7.0 
(7.6) 

6.6 
(7.8) 

8.3 
(9.1) 

7.2 
(8.4) 

9.6 
(10.8) 

8.0 
(9.0) 

11.4 
(12.2) 

9.0 
(10.8) 

12.6 
as.  5) 

9.0 
(11.8) 

13.5 
(14.7) 

"riple  Standing  Broad 
1           Jump 

(In  feet  and  inches) 

GIRLS 
BOYS 

10.4 
(12.0) 

12.0 
(14. b> 

10.6 
(12.6) 

12.3 
(14.8) 

10.10 
(14.2) 

13.0 
(15.9) 

12.1 
(14.8) 

14.0 
(16.9) 

12.5 
(15.8) 

14.6 
(18.7) 

12.9 
(17.0) 

15.1 
(19.0) 

13.0 
(17.0) 

16.4 
(20.7) 

13.10 
(17.7) 

18.1 
(22.4) 

Running   Hop,  Step 
and  Jump 

(In  feet  and  inches) 

GIRLS 

(10  foot 
start) 

BOYS 

(unlim- 
ited run) 

9.2 
(11.0) 

10.0 
(10.6) 

11.6 
(13.9) 

13.0 
(15.5) 

13.8 
(17.0) 

16.4 
(20.5) 

14.6 
(18.8) 

18.0 
(23.0) 

15.5 
(21.4) 

18.8 
(24.5) 

15.6 
(21.0) 

19.9 
(26.0) 

16.4 
(21.2) 

21.7 
(29.0) 

16.1 
(20.0) 

23.0 
(29.5) 

Running  High  Jump 

(In  feet  and  inches) 

GIRLS 
BOYS 

2.2 
(2.6) 

2.2 
(2.8) 

2.5 
(2.8) 

2.5 
(2.10) 

2.8 
(2.10) 

2.8 
(3.2) 

2.9 
(3.0) 

2.11 
(3.4) 

2.10 
(3.2) 

3.1 
(3.6) 

3.2 
(3.3) 

3.4 
(3.9) 

2.11 
(3.1) 

3.6 
(4.2) 

2.9 

(3.1) 

3.9 
(4.5) 

iasket  Ball  Overhead 
Far  Throw 

(In  feet  and  inches) 

GIRLS 
BOYS 

12.2 
(17.0) 

14.4 
(19.0) 

13.8 
(20.0) 

16.2 
(22.0) 

15.5 
(25.0) 

18.2 
(26.0) 

17.7 
(28.0) 

20.3 
(30.0) 

19.4 
(31.0) 

23.3 
(35.6) 

21.3 
(35.0) 

24.1 
(37.0) 

22.2 
(35.0) 

26.7 
(37.6) 

23.4 
(36.0) 

29.1 
(39.0) 

asket  Ball  Round  Arm 
Far  Throw 

(In  feet  and  inches) 

GIRLS 
(one  step 
permitted) 

BOYS 
(one  step 
permitted) 

13.4 
(25.0) 

18.5 
(36.0) 

15.1 
(31.0) 

22.3 
(44.0) 

17.0 
(36.0) 

25.6 
(47.0) 

19.3 
(38.0) 

28.7 
(53.0) 

22.2 
(42.0) 

32.9 
(60.0) 

25.4 
(53.0) 

36.9 
(70.0) 

27.8 
(55.0) 

41.5 
(73.0) 

30.0 
(57.0) 

46.8 
(73.0) 

Indoor  Base  Ball  Far 
Throw 

(In  feet  and  inches) 

GIRLS 
(unlim- 
ited run) 

BOYS 
(unlim- 
ited run) 

23.0 
(45.0) 

37.7 
(71.0) 

25.9 
(56.0) 

47.4 
(86.0) 

30.6 
(60.0) 

57.2 
(104.0) 

35.0 
(68.0) 

67.0 
(113.0) 

43.0 
(80.0) 

77.2 
(120.0) 

48.9 
(87.0) 

88.0 
(141.0) 

53.0 
(106.0) 

102.1 
(151.0) 

53.5 
(102.0) 

108.1 
(187. 0> 

20 

MEMORANDA 


21 


PART  II.     PHYSICAL  TRAINING  MATERIAL  FOR  BOYS 

I.  Tactics.     II.  Free  Exercises,     III.  Rhythmic  Steps.     IV.  Games. 

Track  and  Field  Work.     Miscellaneous  Activities. 

V.     Apparatus  Work. 


FIRST  HIGH  SCHOOL  YEAR 
I.     Tactics 


A.  General  Tactics. 

1.  Form  in  a  double  rank,  in  order  of  height  from  right  to  left,  each 

pupil  dropping  his  left  arm  as  soon  as  the  pupil  to  the  left  has 
correct  distance.     The  rear  rank  is  40  inches  behind  the  front. 

2.  Dress  right,  left. 

3.  Face  right,  left,  right  about,  left  about,  right  half,  left  half. 

4.  March  forward  in  front  and  flank  formation.      March  backward. 

Face  upon  command. 

5.  Count  off  by  twos  and  fours. 

6.  Wheeling  of  the  double  ranks,  also  of  single  ranks;   quarter  and 

half  wheel;   from  a  stand  and  while  marching. 

B.  Special  Tactics. 

School  of  the  Individual. 

1.  Fall  in  (double  rank). 

2.  Squad,  Attention  (Position  of  the  soldier). 

3.  Parade,  Rest. 

4.  Eyes,  Right  (left).    Front. 

5.  Facings. 

(a)  Right  (left)  Face,  (b)  Right  (left)  half.  Face,     (c)  About, 
Face. 

6.  Hand,  Salute.     Two. 

7.  Steps  and  Marching. 

(a)  Forw^ard,  March  (quick  time,  cadence  120  steps  per  minute, 

length  of  step  30  inches). 

(b)  Double  time,  March   (a  run,  cadence  180  steps  per  minute, 

length  of  step  36  inches) . 

(c)  Mark  time,  March. 
(d).  Half  step,  March. 

(e)  Right  (left)   step,  March. 

(f)  Backward,  March. 

(g)  Squad,  Halt. 

(h)  While  marching;   By  the  right  (left)  flank,  March. 
(i)   To  the  rear,  March. 
(j)    Change  step,  March. 


MEMORANDA 


23 


II.     Free  Exercises 

In  high  school  work  exercises  without  hand  apparatus  should  alter- 
nate often  with  wand  exercises,  dumb-bell  exercises  and  club  swinging. 

The  essential  exercises  in  all  high  school  grades  are 

(a)  Arms:     1.  Swing  and  raise  the  straight  arms  in  all  directions. 

2.  Straighten,  thrust  and  strike  forward,  sideward,  upward 

and  downward,  the  starting  positions  being:  ''Arms 
bent  upward,"  ''Arms  bent  to  thrust,"  and  "Arms 
bent  to  strike." 

3.  Circle  arms  forward,  backward,  inward,  outward. 

(b)  Legs:      1.  Swing  and  raise  the  straight  leg  in  all  directions. 

2.  Place  the  foot  in  all  directions;   stride;   lunge;   fall-out; 

lay-out. 

3.  Raise  the  knee ;   foot ;   heels ;  bend  the  knees. 

(c)  Trunk:    1.  Lower  the  trunk  forward. 

2.  Bend  and  sway  the  trunk  in  all  directions. 

3.  Turn  the  trunk;    circling. 

(d)  Exercises  of  the  neck  (head)  should  be  combined  with  appropriate 

arm  and  trunk  exercises. 

Co-ordinations. 

(a)  Review  the  simple  co-ordinations  of  the  grammar  grades. 

(b)  Four  movement  sequences  of  one  body-part,  performed  in  the  same 

direction. 

(c)  Combinations  of  two  body-parts. 

(d)  Intersections. 

(e)  Club-swinging. 

1.  Arm  circles  with  one  and  with  both  arms,  forward,  backward, 

outward,  inward,  left  and  right.     Half  circles. 

2.  Hand  circles  with  both  hands  forward,  backward,  outward  and 

inward ;   the  circles  height  of  shoulders. 

3.  Combined  arm  and  hand  circles  with  one  and  with  both  arms 

forward,  backward,  outward,  inward,  left  and  right;    the 
hand  circles  behind  the  bent  arms  and  the  shoulders. 

Note, — Where  appropriate,  combine  the  club  exercises  with  trunk  bending,  lunging, 
knee-bending,  etc. 


24 

MEMORANDA 


III.     Rhythmic  Steps 

A.  Marching  Steps. 

(1)  Marching  in  common  time;    i.  e.,  135  steps  per  minute;    in  fast 

time;  i.  e.,  150  to  160  steps  per  minute  (arms  swinging  natur- 
ally). 

(2)  Leg  movements  while  marching  and  running:    On  toes,  raising 

and  swinging  the  knees,  raising  and  swinging  the  straight  leg. 

(3)  Marching  with  two-  and  four-movement  arm  exercises,  a  movement 

on  the  first  of  four  (two)  steps. 

B.  Dancing  Steps. 

Review  the  gymnastic  dancing  steps  of  the  grammar  grades ;  i.  e., 

(a)  Polka  Rhythm. — Glide;  Gallop;  Skip-step;  Step-hop;  Glide-hop; 

Change-step  ;    Swing-hop ;   Balance-hop ;   Polka-hop ;    Cut  back- 
ward, forward,  sideward;    Cut-hop. 

(b)  Mazurka  Rhythm. — (1)  Repeat  suitable  steps  enumerated  under 

(a)  and  adapt  to  the  mazurka  rhythm.     (2)   Three-step;    ma- 
zurka-hop. 

(c)  Schattische  Rhythm. — (1)  Repeat  suitable  steps  enumerated  under 

(a)    and   adapt   to   the  schottische   rhythm.       (2)  Three-step- 
swing-hop. 

(d)  Waltz  Rhythm. — Balance-step;    Step  and  curtsy;    Swing-hop. 

C.  Appropriate  Character  and  Folk  Dances. 


26 

MEMORANDA 


IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

1.  Review  the  vigorous  games  of  the  lower  grades,  especially  the  team 

games  like  dodgeball,  captainball,  battleball,  and  volleyball, 

2.  Teach  the  fundamentals  of  baseball,  soccer,  handball,  basketball, 

and  tennis. 

B.  Track  and  Field  Events. 

1.  Standing  and  running  high  and  broad  jump,  hop-step  and  jump, 

and  triple  standing  jump. 

2.  Short  races,  relay  races,  50,  75  and  100  yards. 

3.  Fundamentals  of  shot-put  (8  lbs.),  hurlball  (4  lbs.). 

4.  Endurance  runs,  3  to  6  minutes. 

C.  Miscellaneous  Activities. 

1.  Swimming. 

Swimming  is  an  essential  physical  training  activity. 

High  school  boys  should  be  able  to  swim  from  one-half  to  one  hour, 

and  to  show  the  breast,  side,  and  back  strokes.     They  should 

also  know  the  simple  forms  of  diving. 

2.  Walking. 

Tramping  trips  into  the  country  should  be  encouraged  during  all 
seasons. 

3.  Skating. 

Boys  should  be  able  to  skate  forward  and  backward,  also  to  per- 
form some  of  the  simple  forms  of  fancy  skating. 

4.  Sledding. 

Sledding  and  coasting  should  be  encouraged  whenever  the  weather 
is  favorable, 

5.  Camping,  Boating. 

In  fact  all  sane  forms  of  outdoor  life  should  always  be  furthered 
by  forming  and  directing  organizations  among  the  pupils  de- 
voted to  such  activities. 


28 

MEMORANDA 


29 


V.     Apparatus  Work 

Horizontal  Bar — Low  and  Head-High. 

Easy  vaults;    knee  swing-up f--,kia€^t?ircle  backward;    hip-circle  back- 
ward;   leg-swdng  inward  and  outward;    turn-over  backward  be-  /^ 
tween  arms  (under  the  bar). 

Parallel  Bars — Low  Bars. 

Easy  vaults,  from  a  run  and  stand,  without  and  with  turns ;   run  and 
jump  to  cross-  and  side-seat;   easy  dismounts;   arm  and  leg  exer-    / 
cises  in  support-lying. 

Side  Horse. 

:Kneeling  and  squatting  exercises.  Vaults  from  a  run  and  stand. 
]\Iounts  and  dismounts.  Leg-swmgs  and  circles  with  one  leg  out- 
ward and  inward.  Easy  change-seats  from  croup  to  neck  and  vice 
versa.    Scissors  backward.  (^ 

Long  Horse. 
.^Support-lying;   riding-seat;   side-seat;   straddle  off  without  and  with 
turns.     Easy  vaults.    < 

Rings.    Head-high. 

Hang-stand  with  arm  and  leg  movements.     Circling  of  body,  feet  fixed. 

Short-swing.     Double  leg  circling.     Pendulum  swings    (running 

start)  with  turns.    Leg  positions  while  swinging. 

Jump-high. 
Arm  and  leg  exercises  in  the  bent-arm  hang.        / 

Poles  and  Ropes. 

Climbing  (with  hands  and  feet) .     sA4^empts  at  hand-orer  hand  (hand 
^..elimbing.) .    Betw^een  two  poles:   arm  and  leg  exercises;  turn  over 
to  inverted  squat  hang  (bent  knees),  also  to  hang  rearways.    Pen-  (^ 
dulum  swing.    Pendulum  vault. 

Horizontal  Ladder,  also  Boom. 

Hanging  and  traveling  exercises — forward,  sideward,  and  backward  on 
beams  and  rounds ;  arm  and  leg  exercises. 

Traveling  Rings. 

Travel  the  entire  distance — straight  body — good  form. 

Balance  Beam. 

Walking  forward;  walking  Avith  leg  and  arm  movements.  Arm  and 
leg  exercises  in  the  support-stand  and  hang-stand.  Easy  mounts, 
dismounts  and  vaults. 

Tumhling. 

Rolls  forward  and  backward  without  and  with  turns,  with  or  without 
use  of  the  hands,  from  a  stand  or  from  a  run. 


30 

MEMORANDA 


31 

MEMORANDA 


32 

MEMORANDA 


33 


SECOND  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

1.  Review  the  tactics  of  the  preceding  year. 

2.  Review  the  marching  movements  at  a  run. 

3.  In  single  ranks:    Forming  and  transforming  in  the  ranks  (from 

front  to  flank  and  vice  versa). 

B.  Special  Tactics. 
School  of  the  Squad. 

A  squad  consists  of  8  pupils  formed  in  double  rank. 

1.  Review  the  tactics  of  the  preceding  year. 

2.  Facings,  steps,  marching  like  in  the  school  of  the  soldier. 

3.  Form  squads,  Count  Off. 

4.  Right  (left).  Dress.     Front. 

5.  When  marching:   Guide  right  (left). 

6.  At  a  halt 

(a)  Take  interval.  To  the  right   (left),  March.     Squad,  Halt. 

(b)  Assemble  to  the  right  (left),  March. 

7.  When  at  a  halt  and  having  counted  off : 

(a)  Take  distance,  March.     Squad,  Halt. 

(b)  Assemble,  March. 

Marching. 

8.  Right  (left)  oblique,  March.    Forward,  March  (or  Halt). 

9.  To  turn  on  a  moving  pivot: 

(a)  Right  (left)  turn,  March. 

(b)  Right  (left),  half  turn,  March. 

10.  To  turn  on  a  fixed  pivot:    (a)  Squad  right  (left),  March. 

11.  Being  in  line,  to  turn  about  and  march:   Squad  right  (left)  about, 

March. 


34 

MEMORANDA 


35 

II.     Free  Exercises 

The  essential  exercises  are  the  same  as  indicated  for  the  first  year, 
page  23. 

Co-ordinations. 

(a)  Review  the  co-ordinations  of  the  first  year. 

(b)  Four-movement  sequences  of  one  body-part. 

(c)  Four-movement  sequences  of  two  parts  of  the  body,  the  movements 

first  in  the  same  direction  and  later  in  opposite  directions. 

(d)  Cluh-smnging. 

1.  Arm  circles  with  one  and  with  both  arms  forward  and  back- 

ward, on  the  opposite  side  of  the  body. 

2.  Arm  and  hand  circles  outward  and  inward,  the  hand  circles  in 

front  and  rear  of  thighs,  later  in  front  and  rear  of  the  arms 
raised  upward. 

3.  Arm  and  hand  circles  forward  with  one  and  with  both  arms, 

the  arm  circle  at  the  opposite  side  of  the  body,  the  hand  cir- 
cle at  the  shoulder. 

4.  Groups  of  easy  exercises,  to  be  swung  to  music. 

Note. — Where  appropriate,  combine  the  club  exercises  with  trunk  bending,  lunging, 
knee-bending,  etc. 

III.     Rhythmic  Steps 


A.  Marching  Steps. 

(1)  Marching  in  common  time  and  in  fast  time. 

(2)  Leg  movements  while  marching  and  running. 

(3)  Marching  with  two-  and  four-movement  arm  exercises,  a  movement 

on  the  first  of  four  (two)  steps. 

B.  Dancing  Steps. 

(1)  Review  the  steps  of  the  preceding  grade  in  the  four  principal 

rhythms,  i.  e.,   (a)    Polka  rhythm,    (b)    Mazurka  rhythm,    (c) 
Schottische  rhythm,  (d)  Waltz  rhythm. 

(2)  Alternate  marching  steps  with  dancing  steps. 

(3)  Combine  two  steps  of  like  rh}i:hm. 

C.  Appropriate  Character  and  Folk  Dances. 

IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  Increase  the  difficulty  of  the  more  vigorous  gymnastic  games. 

B.  Track  and  Field  Events. 

1.  Review  previous  events;   work  for  the  correct  form. 

2.  Low  hurdles,  pole  vault. 

3.  Shot-put  (8  lbs.),  hurlball  (4  lbs.). 

4.  Endurance  runs,  4  to  8  minutes. 


36 

MEMORANDA 


37 

C.    Miscellaneous  Activities. 

1.  Read  the  remarks  under  this  heading  in  the  first  year's  work. 
Make  it  3^our  business  to  find  out  something  definite  about  every 
boy's  outdoor  life.  WTiere  necessary,  speak  to  the  boys  who 
need  to  form  the  habit  of  sane  outdoor  recreative  activity. 

V.     Apparatus  Work 

Eeview  the  apparatus  work  of  the  first  grade. 
Horizontal  Bar — Low  Bar. 

Knee-circle    forward.      Crotch-circle    backward.      Underswing    from 

stand  and  from  support.    Easy  vaults  at  the  end  of  exercises. 
Head-  and  Jump  High. 

Turn  over  backward ;  hip  and  knee-circles ;  swinging  in  the  knee-hang ; 
acquiring  the  swing-start  (on  the  high  bar). 
Parallel  Bars — Low  Bars  (for  advanced  squads,  high  bars). 

Vaults  from  the  seat  in  the  middle  of  the  bars,  without  and  with 
turns.      Exercises  in  the  straight  arm  support.      Roll  forward 
from  a  seat  to  a  straddle  seat.     Shoulder  stand. 
Side  Horse. 

Vaults  from  the  stand  and  from  the  support.     Leg-circles  inward  and 
outward.    Scissors  forward.    Easy  vaults  at  the  end  of  exercises. 
Long  Horse. 

Support-lying;    straddle- vault  dismount;    scissors  backward  and  for- 
ward ;   vaults  from  the  side ;   vaults  with  quarter  turns. 
Rings. 

Head-high. — ^Leg  exercises  in  the  straight  and  in  the  inverted  hang. 
Turn-over;  cut-off  (one  leg,  one  hand)  ;  leg  exercises  in  the  bent- 
arm  hang. 
Jump-high. — Pendulum  swings,  half  turns  at  end  of  swing.     Arm  and 
leg  exercises  while  swinging. 
Poles  and  Ropes. 

Hand-over-hand  from  a  stand,  distance  10  feet.    Between  two  poles: 
inverted  hang  and  turn-over  backward,  also  forward,  with  added 
leg  movements;    pendulum  swing  with  leg  positions.     Pendulum 
vaults. 
Horizontal  Ladder,  also  Boom. 

Hanging  with  leg  exercises  (straight  and  bent  arms).     Traveling  on 
beams  and  rounds  with  leg  positions  (straight  and  bent  arms). 
Traveling  Rings. 

Travel  the  entire  distance — whole  turn  of  body  between  each  two  rings. 
Balance  Beam^. 

Running  and  skipping  on  the  beam.     Arm  and  leg  movements  in  the 
support.     Mounts,  dismounts  and  vaults. 
Tumbling. 

Head  stand  with  assistance.     Cart  wheel.     Diving. 


38 

MEMORANDA 


.■10 

MEMORANDA 


40 

MEMORANDA 


41 


THIRD  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

1.  Review  the  tactics  of  the  preceding  grades ;  marching  and  running. 

2.  When  formed  in  single  ranks  of  four:    Wheeling  combined  with 
forming,  and  vice  versa  (a)   from  a  stand,  (b)  while  marching, 

(c)  while  running. 

B.  Special  Tactics. 
School  of  the  Company. 

A  company  is  divided  into  two,  three  or  four  platoons,  each  con- 
sisting of  not  less  than  two  nor  more  than  four  squads. 

1.  Review  the  tactics  of  the  preceding  years. 

2.  Movements  on  a  fixed  pivot — see  pages  50  and  51  of  "  Infantry  Drill 

Regulations,"  1911. 

3.  Movements  on  the  moving  pivot — see  pages  51  and  52. 

4.  Facings  or  marchings  to  the  rear — see  page  51. 

5.  On  the  right  or  left  into  line — page  51. 

6.  Front  into  line — page  52. 

7.  To  diminish  the  front  of  a  column  of  squads — page  54. 

8.  Extended  order — pages  55,  56. 

9.  The  assembly — page  57. 

II.     Free  Exercises 


The  essential  exercises  are  the  same  as  indicated  for  the  first  year- 
page  23. 

Co-ordinations. 

(a)  Review  the  co-ordinations  of  the  preceding  grades. 

(b)  Four-movement  combined  exercises   (of  two  parts  of  the  body) 

performed  first  in  the  same  direction  and  later  in  different  di- 
rections. 

(c)'  Two-movement  combined  exercises  of  three  parts  of  the  body  per- 
formed in  opposite  and  in  different  directions. 

(d)   Glut -swinging. 

1.  Arm  and  hand  circles  forward,  backward,  outward,  inward,  right 

and. left,  the  movement  consisting  of  one  arm  circle  and  three 
hand  circles,  the  hand  circles  to  be  swung  in  different  places. 

2.  Arm  circles  and  parts  of  circles  with  tipping  the  clubs  on  the 

arms,  and  then  hand  circles. 

3.  Alternate  sets  of  swings  in  sixteen  or  thirty-two  counts  with 

rhythmic  steps,  or  with  marching  a  like  number  of  counts. 

4.  Arrange  sets  of  easy  exercises  to  music. 

Note. — Whenever  appropriate,  combine  the  club  exercises  with  trunk  and  leg  exercises. 


42 

MEMORANDA 


43 


III.     Rhythmic  Steps 

A.  Marching  Steps. 

(1)  Marching  in  common  time  and  in  fast  time. 

(2)  Leg  movements  while  marching  and  running. 

(3)  Marching  with  two-  and  four-movement  arm  exercises,  a  movement 

ori  the  first  of  two  steps,  later  on  each  step. 

B.  Dancing  Steps. 

(1)  Review  the  steps  of  the  preceding  grades 

(2)  Alternate  marching  steps  with  dancing  steps. 

(3)  Combine  steps  of  like  rhythms. 

C.  Appropriate  Character  Dances. 


IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  Review  the  vigorous  gymnastic  games. 

B.  Track  and  Field  Work. 

1.  Review  the  events  of  the  preceding  grades,  calling  attention  to 

the  finer  points  to  be  worked  for. 

2.  High  hurdles. 

3.  Shot-put  (8  lbs.),  hurlball  (4  lbs.). 

4.  Endurance  runs,  5  to  10  minutes. 

5.  Combine  two  or  more  events  into  medley  races. 

C.  Miscellaneous  Activities. 

1.  See  the  remarks  under  this  heading  in  the  first  year's  work.  Keep 
after  the  boys  who  do  not  lead  a  natural  outdoor  life.  Show 
them  the  error  of  their  ways. 


44 

MEMORANDA 


45 


V.     Apparatus  Work 

Review  the  apparatus  work  of  the  lower  grades. 

Horizontal  Bar — Low. 

Toe-swing-off  to  stand. 

Kipp  from  running  forward,  also  from  a  jump  to  an  inverted  balance- 
hang.  Leg  swings  inward  and  outward.  Underswing  at  end  of 
exercise. 

Head-arid  Jump-high. — Hip  swing-up  to  support.      Crotch,  and  knee- 
circles  forward  and  backward;    swing-off  from  a  free  knee-hang 
to  stand ;   leg  exercises  while  swinging.    Easy  combinations. 
High  Parallel  Bars. 

Swinging  in  the  upper-arm  hang.  Exercises  in  the  forearm  support ; 
shoulder  stand;  roll  forward  and  backward  to  a  straddle  seat. 
Easy  combinations,  ending  with  vaults. 

Side  Horse. 

Circles  outw^ard  and  inward  with  one  leg.  Plank  swings.  Feint  with 
one  leg,  and  vault.     Scissors  sideward.     Vaults  with  half  turns. 

Long  Horse. 

Long  straddle  vault  (for  advanced  pupils).  Koll  forward  from  squat- 
stand  on  the  horse.    Vaults  with  half  turns.    Fencers  vaults. 

Rings. 

Head-high. — Bent-arm  hang.  Pendulum  swing  with  arm  and  leg  ex- 
ercises.    Cut-off  (two  legs,  one  hand).     Bent-arm  support. 

Jump-high. — Pendulum  swing,  bend  arms  at  the  end  of  swing.  Leg 
exercises.     Swdng  in  the  inverted  hang. 

Poles  and  Ropes. 

Hand-over-hand  from  stand,  also  from  a  seat  on  the  floor,  distance  15 
feet.  Between  tw^o  poles:  inverted  hang,  partway  up  the  poles. 
Pendulum  swing  and  vault  (rope  raised  gradually). 

Horizontal  Ladder,  also  Boom. 

Swinging,  turning,  hand  jumping.  Skipping  rounds.  Turn  over. 
Exercises  in  the  inverted  hang. 

Traveling  Rings. 

While  traveling  cut-off  (one  leg,  rear  hand)'. 

Balance  Beam. 

Passing  another  on  the  beam.  Sitting  and  rising  on  the  beam.  Mounts, 
dismounts  and  vaults  with  quarter  and  half  turns. 

Tumhling. 

Hand  springs  with  assistance.  Head  stand.  Hand  stand.  Round 
off.     Head  and  hand  spring. 


46 

MEMORANDA 


47 

MEMORANDA 


48 

MEMORANDA 


49 


FOURTH  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

Review  the  tactics  of  the  preceding  grades.    Combine  alternations  in 
marching  and  running. 

B.  Special  Tactics. 

Review  the  tactics  of  the  soldier,  the  squad  and  the  company. 

II.     Free  Exercises 

The  essential  exercises  are  the  same  as  indicated  in  the  first  year, 
page  23. 
Co-ordinations. 

(a)  Review  the  co-ordinations  of  the  preceding  grades. 

(b)  Cluh-swinging. 

1.  Alternate  sets  of  swings  in  eight  or  sixteen  counts  with  march- 

ing a  similar  number  of  counts,  (a)  marching  forward  and 
backward,  (b)  marching  sideward  to  and  fro,  (c)  marching 
in  a  square. 

2.  Sets  of  exercises  arranged  to  music. 

III.     Rhythmic  Steps 


A.  Marching  Steps. 

(1)  Alternate  marching  in  common  time  with  running,  and  with  fast 

time. 

(2)  Combined  arm  and  leg  movements  while  marching. 

B.  Dancing  Steps. 

(1)  Review  the  steps  in  the  four  principal  rhythms. 

(2)  Add  vigorous  arm  movements  to  appropriate  steps. 

(3)  Combine  steps  of  like  rhythms. 

C.  Appropriate  Character  Dances. 

IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  At  times  review  the  essential  vigorous  gymnastic  games. 

B.  Track  and  Field  Events. 

1.  Review  the  events  of  the  preceding  grades.      Expect  them  to  be 

performed  in  good  form. 

2.  Increase  the  endurance  runs  to  10-20  minutes. 

C.  Miscellaneous  Activities. 

1.  See  the  remarks  under  this  heading  in  the  first  year's  work.  Keep 
track  of  the  boys  who  do  not  lead  a  natural  outdoor  life;  en- 
courage them  to  do  so. 


90 

MEMORANDA 


51 


V.     Apparatus  Work 

Review  the  apparatus  work  of  the  lower  grades. 

Honzontal  Bar — Low. 

Leg  circles  inward  and  outward.  Easy  combinations,  ending  with  a 
vault. 

Head'  and  Jump-high. — Arch  circle  with  bent  arms.  Hip  circle  back- 
ward.   Kipp.     Swing-rise.     Easy  combinations. 

High  Parallel  Bars. 

Run  and  jump  to  the  straight  arm  support.  Swing.  Vaults.  Kipp. 
Swing-rise  backward.  Roll  forward  from  the  shoulder  stand  to  a 
straddle  seat,  also  to  an  upper-arm  hang.  Exercises  from  the  side, 
and  also  from  a  stand  between  the  bars.  Easy  combinations,  end- 
ing with  a  vault. 

Side  Horse. 

Double  rear  vault  mount. — ^Feint  with  both  legs  and  vault;   straddle 

vault. 
Long  (Pike)  vault. — Stride  (Thief)'  vault.    Easy  combinations,  ending 
with  a  vault. 

Long  Horse. 

Long  straddle  vault.  Roll  backward  from  straddle  seat  on  horse. 
Combined  vaults.    Fencers  vaults  with  turns. 

Rings. 

Head-high. — Straight  arm  support;   leg  exercises;   short  swing. 
Jump-high. — Pendulum  swing ;  arm  and  leg  exercises ;  one  leg  cut-off. 
Easy  combinations. 

Poles  and  Ropes. 

Hand-over-hand,  20  feet.  Between  two  poles:  hand  traveling  up  and 
downward;   hand  jumping. 

Horizontal  Ladder,  also  Boom. 

Hanging  and  traveling,  with  arm  and  leg  exercises.  Hip  swing-up  to 
the  upper  side  of  the  ladder.    Slow  hip  swing-off  forward. 

Traveling  Rings. 

While  traveling  cut-off  over  rear  hand,  with  both  legs. 

Balance  Beam. 

Difficult  leg  exercises  on  the  beam.  Sitting  and  rising.  Vaults  with 
turns.     Combine  several  appropriate  vaults. 

Tumbling. 

Hand  spring.  Diving  for  height  and  distance.  Kipp  (snap  up). 
Hand  stand. 


52 

MEMORANDA 


53 

MEMORANDA 


34 

MEMORANDA 


55 


PART  III.    PHYSICAL  TRAINING  MATERIAL  FOR  GIRLS. 

I.  Tactics.    II.   Free  Exercises.    III.   Rhythmic  Steps.    IV.   Games. 

Track  and  Field  Work.   Miscellaneous  Activities. 

V.   Apparatus  Work. 


FIRST  HIGH  SCHOOL  YEAR 
I.     Tactics 


A.  General  Tactics. 

1.  Form  in  a  double  rank,  in  order  of  height  from  right  to  left,  each 

pupil  dropping  her  left  arm  as  soon  as  the  pupil  to  the  left  has 
correct  distance.     The  rear  rank  is  40  inches  behind  the  front. 

2.  Dress  right,  left. 

3.  Face  right,  left,  right  about,  left  about,  right  half,  left  half. 

4.  March  forward  in  front  and  flank  formation.     March  backward. 

Face  upon  command. 

5.  Count  off  by  twos  and  fours. 

6.  Wheeling  of  the  double  ranks,  also  of  single  ranks;   quarter  and 

half  wheel;    from  a  stand  and  while  marching. 

B.  Special  Tactics  (for  special  occasions). 
School  of  the  Individual. 

1.  Fall  in  (double  rank). 

2.  Squad,  Attention  (Position  of  the  soldier). 

3.  Parade,  Rest. 

4.  Eyes,  Right  (left).    Front.  ^ 

5.  Facings. 

(a)  Right  (left)  Face,     (b)  Right  (left)  half.  Face,     (c)  About, 
Face. 

6.  Hand,  Salute.     Two. 

7.  Steps  and  Marching. 

(a)  Forward,  March  (quick  time,  cadence  120  steps  per  minute, 

length  of  step  30  inches). 

(b)  Double  time,  March   (a  run,  cadence  180  steps  per  minute. 

length  of  step  36  inches). 

(c)  Mark  time,  March. 

(d)  Half  step,  March. 

(e)  Right  (left)  step,  March. 

(f)  Backward,  March. 

(g)  Squad,  Halt. 

(h)  While  marching;   By  the  right  (left)  flank,  March. 
(i)    To  the  rear,  March. 
(j)   Change  step,  March. 


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II.     Free  Exercises 

In  high  school  work  exercises  without  hand  apparatus  should  alter- 
nate often  with  wand  exercises,  dumb-bell  exercises  and  club  swinging. 

The  essential  exercises  in  all  high  school  grades  are 
(a).    Arms:     1.  Swing  and  raise  the  straight  arms  in  all  directions. 

2.  Stretch,  straighten,  thrust  and  strike  forward,  sideward, 

upward  and  downward,  the  starting  positions  being: 
''Arms  bent  upward,"  "Arms  bent  to  thrust,"  and 
"Arms  bent  to  strike." 

3.  Circle  arms  forward,  backward,  inward,  outward. 

(b)  Legs:       1.  Swing  and  raise  the  straight  leg  in  all  directions. 

2.  Place  the  foot  in  all  directions;   stride;   straddle;   lunge; 

fall-out ;    lay-out. 

3.  Raise  the  knee;    foot;    heels;    bend  the  knees. 

(c)  Trunk:    1.  Lower  the  trunk  forward. 

2.  Bend  and  sway  the  trunk  in  all  directions. 

3.  Turn  the  trunk;   circling. 

(d)  Exercises  of  the  neck  (head)  should  be  combined  with  appropriate 

arm  and  trunk  exercises. 

Co-ordinations. 

(a)  Review  the  simple  co-ordinations  of  the  grammar  grades. 

(b)  Four  movement  sequences  of  one  body-part,   performed  in  the 

same  direction.  ^__ 

(c)  Combinations  of  two  body-parts. 

(d)  Intersections. 

(e)  Club-swinging. 

1.  Arm  circles  with  one  and  with  both  arms,  forward,  backward, 

outward,  inward,  left  and  right.     Half  circles. 

2.  Hand  circles  with  both  hands  forward,  backward,  outward  and 

inward ;    the  circles  height  of  shoulders. 

3.  Combined  arm  and  hand  circles  with  one  and  with  both  arms 

forward,  backward,  outward,  inward,  left  and  right;    the 
hand  circles  behind  the  bent  arms  and  the  shoulders. 

Note. — Where  appropriate,  combine  the  club  exercises  with  trunk  bending,  lunging, 
knee  bending,  etc. 


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59 


III.     Rhythmic  Steps 

A.  Marching  Steps. 

(1)  Marching  in  common  time;    i.  e.,  135  steps  per  minute;    in  iast 

time;     i.e.,  150  to  160  steps  per  minute  (arms  swinging  natur- 
ally). 

(2)  Leg  movements  while  marching  and  running:    On  toes,  raising 

and  swinging  the  knees,  raising  and  swinging  the  straight  leg. 

(3)  Marching  with  two-  and  four-movement  arm  exercises,  a  move- 

ment on  the  first  of  four  (two)  steps. 

B.  Dancing  Steps. 

Review  the  gymnastic  dancing  steps  of  the  grammar  grades ;  i.  e., 

(a)  Polka  Rhijthm.— Glide;  Gallop;  Skip-step;  Step-hop;  Glide-hop; 

Change-step;   Swing-hop;   Balance-hop;   Polka-hop ;   Cut  back- 
ward, forward,  sideward;    Cut-hop. 

(b)  Mazurka  Rhythm.— (1)  Repeat  suitable  steps  enumerated  under 

(a)  and  adapt  to  the  mazurka  rhythm.     (2)  Three-step;  ma- 
zurka-hop. 

(c)  Schottische  Rhythm. —  (1).  Repeat  suitable  steps  enumerated  under 

(a)    and   adapt   to   the   schottische  rhythm.      (2)   Three-step- 
swdng-hop. 

(d)  Waltz  Rhythm. — Balance-step;   Step-curtsy;   Swing-hop. 

C.  Appropriate  Character  and  Folk  Dances. 

D.  Aesthetic  Dancing. 

The  essential  arm,  leg  and  foot  exercises  should  be  taught. 


IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

(a)  Review  the  more  vigorous  gymnastic  games  of  the  lower  grades, 

also  team  games  like  dodgeball,  battleball,  endball,  captainball, 
volleyball. 

(b)  Teach    the    fundamentals    of    tennis,    baseball    and    basketball, 

choosing  such  games  as  your  facilities  permit  you  to  play. 

B.  Ti'ack  and  Field  Events. 

(a)  Standing  and  running  high,  broad  jump,  and  hop-step  and  jump 

(form,  not  height  or  distance). 

(b)  Endurance  runs:    2  minutes. 

Short  races,  relay  races,  50  to  75  yards. 

(c)  Hurlball  far-throw,  from  a  stand  and  from  a  run,  also  with  a 

turn. 


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61 

C.    Miscellaneous  Activities. 

1.  Swimming. 

Swimming  is  an  essential  physical  training  activity. 

High  school  girls  should  be  able  to  swim  from  one-half  to  one 
hour,  and  to  show  the  breast,  side,  and  back  strokes.  They 
should  also  know  the  simple  forms  of  diving. 

2.  Walking. 

Tramping  trips  into  the  country  should  be  encouraged  during  all 
seasons. 

3.  Skating. 

Girls  should  be  able  to  skate  forward  and  backward,  also  to  per- 
form some  of  the  simple  forms  of  fancy  skating. 

4.  Sledding. 

Sledding  and  coasting  should  be  encouraged  whenever  the  weather 
is  favorable. 

5.  Camping,  Boating, 

In  fact  all  sane  forms  of  outdoor  life  should  always  be  furthered 
by  forming  and  directing  organizations  among  the  pupils  de- 
voted to  such  activities. 


V.     Apparatus  Work 

Side  Horse. 

Support : — Side-support  on  both  pommels  in  the  saddle,   frontways 

and  rearways. 
Mounts  and  Dismounts: — Knee-  and  squat-mounts.     Leg-swing-mount 

and  front-vault-mount  on  the  croup  and  neck,  and  into  the  saddle. 
Change-seat: — By  means  of  leg  swings  from  croup  to  neck,  or  into 

the  saddle. 
Vaults : — Squat-vault,  front-vault,  flank- vault. 

Swinging  Rings. 

Jump-high: — Leg  exercises.  Raise  knees  (eventually  eight  times), 
short  swing,  pendulum  swing  in  good  form. 

Head-high: — Arm  and  leg  exercises.  Jump  to  bent-arm  hang;  then 
raise  knees,  short  swing,  pendulum  swing,  sink  down  slowly. 

Chest-high: — Arm  and  leg  exercises.  Hangstand  frontways,  rearways 
and  sideways  by  slow  straightening  of  arms  and  sinking.  Hang- 
stand  frontways  and  bend  arms.  Hangstand  and  raise  one  knee, 
Of  raise  one  leg. 


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63 

Poles  and  Ropes. 

Most  exercises  on  the  rings  can  also  be  executed  on  the  poles  and 
ropes.  The  characteristic  movements  on  the  poles,  however,  are  the 
climbing  exercises.  The  correct  climbing  position  must  first  be  taught, 
then  teach  the  climbing  up  as  well  as  downward.  Later,  while  climb- 
ing, change  from  one  pole  to  the  next.  Do  not  allow  sliding  down- 
ward. Climbing  should  be  executed  first  on  stationary  poles  and 
ropes,  and  later  on  swinging  poles  or  ropes. 

Horizontal  Ladder,  also  Boom. 

Reach-high: — Cross-hang    and    side-hang.      Leg    exercises,    traveling 

sideward  and  forward. 
Waist,  also  Knee-high: — Arm  and  leg  exercise  in  the  lying-support 

and   the  lying-hang   frontways.     Trunk   exercises   in   sitting   on 

the  ladder.     Many  of  these  exercises  can  be  performed  also  on 

the  boom. 

Vertical  Ladder. 

On  Ladder  and  Floor: — Standing  front-,  rear-,  and  sideways.  Arm, 
trunk,  and  leg  exercises. 

On  Ladder: — Hang-stand  frontways.  Arm,  trunk,  and  leg  exercises. 
Hang  with  leg  exercises.  Walking  up  and  down  the  ladder  front- 
ways. 

Oblique  Ladder. 

Many  of  the  exercises  of  the  horizontal  or  the  vertical  ladder  can 
be  performed  on  the  upper  or  the  under  side  of  the  oblique  ladder. 
Some  exercises  are  thereby  made  easier;    some,  more  difficult. 

Balance  Beam. 

Low  Beam : — Standing  on  the  beam,  w^alking,  also  leg  exercise.  Stand 
on  beam  and  jump  off.  Walking  forward,  forward  with  leg  rais- 
ings in  various  directions,  foUow-step,  etc. 

Chest-high: — Easy  mounts,  dismounts  and  vaults. 

Giant  Stride. 

Marching,  running,  and  flying.  Running  sideward.  Flank  formation, 
marching  and  running  forward  (one  or  both  hands  grasping  the 
ladder).     Short  flight. 

Traveling  Rings. 

The  characteristic  exercise  on  this  piece  of  apparatus  is  the  traveling 
from  one  ring  to  the  next.  Grasp  two  rings,  swing  sideward, 
bending  and  straightening  the  arms.  Travel  with  half  turns. 
Travel  with  various  leg  positions. 


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65 

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66 

MEMORANDA 


67 


SECOND  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

1.  Review  the  tactics  of  the  preceding  year. 

2.  Review  the  marching  movements  at  a  run. 

3.  In  single  ranks:    Forming  and  transforming  in  the  ranks  (from 

front  to  flank  and  vice  versa). 

B.  Special  Tactics. 
School  of  the  Squad. 

A  squad  consists  of  8  pupils  formed  in  double  rank, 

1.  Review  the  tactics  of  the  preceding  year. 

2.  Facings,  steps,  marching  like  in  the  school  of  the  sol  lier. 

3.  Form  squads,  Count  Off. 

4.  Right  (left),  Dress.    Front. 

5.  When  marching:    Guide  right  (left). 

6.  At  a  halt 

(a)  Take  interval,  1./  the  right  (left)v  March.    Squad,  Halt. 

(b)  Assemble  to  the  right  (left),  March. 

7.  When  at  a  halt  and  having  counted  off : 

(a)  Take  distance,  March.     Squad,  Halt. 

(b)  Assemble,  March. 
Marching. 

8.  Right  (left)  oblique,  March.    Forward,  March  (or  Halt). 

9.  To  turn  on  a  moving  pivot : 

(a)  Right  (left)  turn,  March. 

(b)  Right  (left)  half  turn,  March. 

10.  To  turn  on  a  fixed  pivot:    (a)-  Squad  right  (left),  March. 

11.  Being  in  line,  to  turn  about  and  march  :   Squad  right  (left)  about, 

March. 


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09 


II.     Free  Exercises 

The  essential  exercises  are  the  same  as  indicated  for  the  first  year, 
page  57. 

Co-ordinations. 

(a)  Review  the  co-ordinations  of  the  first  year. 

(b)  Four-movement  sequences  of  one  body-part. 

(c)  Four-movement  sequences  of  two  parts  of  the  body,  the  move- 

ments first  in  the  same  direction  and  later  in  opposite  directions. 

(d)  Cluh-sivinging. 

1.  Arm  circles  with  one  and  with  both  arms  forward  and  back- 

ward, on  the  opposite  side  of  the  body  . 

2.  Arm  and  hand  circles  outward  and  inward,  the  hand  circles 

low  in  front  and  rear  of  thighs,  later  in  front  and  rear  of 
arms  raised  upward. 

3.  Arm  and  hand  circles  forward  with  one  and  with  both  arms, 

the  arm  circle  at  the  opposite  side  of  the  body,  the  hand  cir- 
cle at  the  shoulder. 

4.  Groups  of  easy  exercises,  to  be  swung  to  music. 

Note. — Where  appropriate,  combine  the  club  exercises  with  trunk  bending,  lunging, 
knee-bending,  etc. 


III.     Rhythmic  Steps 


^.    Marching  Steps. 

(1)  Marching  in  common  time  and  in  fast  time. 

(2)  Leg  movements  while  marching  and  running. 

(3)  Marching  with  two-  and  four-movement  arm  exercises,  a  move- 

ment on  the  first  of  four  (two)  steps. 

B.  Dancing  Steps. 

(1)  Review  the  steps  of  the  preceding  grade  in  the  four  principal 

rhythms,  i.  e.,   (a)-  Polka  rhythm,    (b)    Mazurka  rhythm,    (c) 
Schottische  rhythm,  (d)  Waltz  rhythm. 

(2)  Alternate  marching  steps  with  dancing  steps. 

(3)  Combine  two  steps  of  like  rhythm. 

C.  Appropriate  Character  and  Folk  Dances. 

D.  Aesthetic  Dancing. 

Review  the  arm,  foot,  and  leg  positions  of  the  preceding  grade. 

Exercises  of  the  arms,  legs,  and  trunk  in  two  and  four-count  com- 
binations. 

Leap  (jete)',  balance-hop  (arabesque).  Leap  rocking-step  (pas  de 
basque)  sideward,  Pirouette. 


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MEMORANDA 


71 


IV.     Games.    Track  and  Field  Work.     Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  Increase  the  difficulty  of  the  more  vigorous  gymnastic  games. 

B.  Track  and  Field  Events. 

(a)  Review  previous  events:   work  for  correct  form. 

(b)  Endurance  runs  for  3  minutes.    Review  races,  short  and  medium 

distance — 50,  75  and  100  yards. 

(c)  Low  hurdles  for  form. 

C.  Miscellaneous  Activities. 

1.  Read  the  remarks  under  this  heading  in  the  first  year's  work. 
Make  it  your  business  to  find  out  something  definite  about  every 
girl's  outdoor  life.  "Where  necessary,  speak  to  the  girls  who 
need  to  form  the  habit  of  sane  outdoor  recreative  activity. 


V.     Apparatus  Work 


Eeview  the  apparatus  work  of  the  first  grade. 

Side  Horse. 

Support: — Free  support;  also  free  support  with  leg  exercises,  e.  g., 
raising  heels;   knees,  cross  and  side  straddle. 

Mounts  and  Dismounts: — Rear- vault  mount-and  dismount.  Front- 
and  rear-vault  mounts  and  dismounts  with  quarter  turns.  Knee- 
jump   (courage- jump)   forward. 

Change-seats: — By  means  of  leg-swings.     Scissors  backward. 

Vaults: — Squat-,  flank-,  and  rear- vault  with  quarter  turns. 

Swinging  Rings. 

Jump-high : — Leg  and  trunk  exercises.  Raise  knees  chest  high.  Short 
swing  to  half  turn-over  with  btot  knees.  Pendulum  swing,  raise 
knees  at  the  end  of  back  swing,  lower  at  fore-swing. 

Head-high :^Arm,  leg  and  trunk  exercises.  Jump  to  bent-arm-hang; 
then  short  swing  and  raise  knees  to  a  half  turn-over;  then  pen- 
dulum swing,  raising  knees  at  the  end  of  back-swing. 

Run  forward,  swing,  and  execute  a  half  turn  left.     Repeat 
right. 

Chest-high: — Arm,  leg  and  trunk  exercise.  Hang-stand  frontways, 
release  one  hand  (with  a  quarter  turn)  and  regain  hold.  Change 
from  frontways  to  rearways  by  jumping.  Change  from  frontways 
to  rearways  by  bending  and  straightening  arms. 


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MEMORANDA 


73 

Poles  and  Ropes. 

See  work  and  notes  for  preceding  grade. 

Horizontal  Ladder,  also  Boom. 

Jump-high : — Cross-hang  and  side-hang.  Arm,  trunk  and  leg  exercises. 
Side-hang,  travel  sideward  with  swinging  sideward;  also  travel 
forward ;   also  travel  with  quarter-  and  half -turns ;    with  turns. 

Waist  and  Knee-high: — Arm,  trunk  and  leg  exercises  in  the  lying- 
support  frontways.     Cross-seat  with  trunk  and  arm  exercises. 

Trunk  exercises  in  sitting  on  the  ladder. 

Vertical  Ladder. 

On   Ladder   and   Floor: — Stand   front-,    rear-,   and   sideways.     Arm, 

trunk,  and  leg  exercises. 
On  Ladder: — Hang-stand  rearways.     Arm,  trunk,  and  leg  exercises. 

Hang  rearways  with  leg  exercises.     Walking  up  and  down  the 

ladder  front-  and  rearways. 

Ohlique  Ladder. 

See  work  of  preceding  grade. 

Balance  Beam. 

Low  Beam: — Walking,  steps,  hopping,  and  turning.     Walking  side- 
ward.     Walking    forward    with    half    turns.      Gallop    forward. 
Change-step. 
Chest-high: — Easy  vaults.     Flank  vault.     Front  vault  with  turns. 

Giant  Stride. 

Running  and  flying,  run  with  leg  exercises,  tiptoe  flying  with  long 
strides  (giant  strides)'. 

Traveling  Rings.  ', 

See  work  of  preceding  grade. 


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iO 


MEMORANDA 


76 

MEMORANDA 


THIRD  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

1.  Review  the  tactics  of  the  preceding  grades ;  marching  and  running. 

2.  When  formed  in  single  ranks  of  four:    Wheeling  combined  with 

forming,  and  vice  versa  (a)  from  a  stand,  (b)  while  marching, 
(c)  while  running. 

B.  Special  Tactics. 
School  of  the  Company. 

A  company  is  divided  into  two,  three  or  four  platoons,  each  con- 
sisting of  not  less  than  two  nor  more  than  four  squads. 

1.  Review  the  tactics  of  the  preceding  years. 

2.  Movements  on  a  fixed  pivot — see  pages  50  and  51  of  ''Infantry 

Drill  Regulations,"  1911. 

3.  Movements  on  the  moving  pivot — see  pages  51  and  52. 

4.  Facings  or  marchings  to  the  rear — see  page  51, 

5.  On  the  right  or  left  into  line — page  51. 

6.  Front  into  line — page  52. 

7.  To  diminish  the  front  of  a  column  of  squads — page  54. 

8.  Extended  order — pages  55,  56. 

9.  The  assembly — page  57. 

II.     Free  Exercises 


The  essential  exercises  are  the  same  as  indicated  for  the  first  year, 
page  57.  — 

Co-ordinations. 

(a)  Review  the  co-Qrdinations  of  the  preceding  grades. 

(b)  Four-movement  combined  exercises  (of  two  parts  of  the  body) 

performed  first  in  the  same  direction  and  later  in  different  di- 
rections. 

(c)  Two-movement  combined  exercises  of  three  parts  of  the  body  per- 

formed in  opposite  and  in  different  directions. 

(d)  Cluh-swinging. 

1.  Arm  and  hand  circles  forward,  backward,   outward,  inward, 

right  and  left,  the  movement  consisting  of  one  arm  circle 
and  three  hand  circles,  the  hand  circles  to  be  swung  in  dif- 
ferent places. 

2.  Arm  circles  and  parts  of  circles  with  tipping  the  clubs  on  the 

arms,  and  then  hand  circle. 

3.  Alternate  sets  of  swings  in  sixteen  or  thirty-two  counts  with 

rhythmic  steps,  or  with  marching  a  like  number  of  counts. 

4.  Arrange  sets  of  easy  exercises  to  music. 

Note. — Whenever  appropriate,  combine  the  club  exercises  with  trunk  and  leg  exercises. 


MEMORANDA 


79 


III.     Rhythmic  Steps 

A.  Marching  Steps. 

(1)  Marching  in  common  time  and  in  fa^t  time. 

(2)  Leg  movements  while  marching  and  running. 

(3)  IMarchiug  with  two-  and  four-movement  arm  exercises,  a  move 

ment  on  the  first  of  two  steps,  later  on  each  step. 

B.  Dancing  Steps. 

Cross-step  turn  (full  turn)  combined  with  suitable  steps. 
Glide-hop-cut  with  combinations.     Mazurka  sideward,   and  obliquely 

forward  combined  with  different  steps.     Schottische  combinations. 

Swing-hop  with  combinations.     Waltz  step. 

C.  Appropnate  Character  and  Folk  Dances. 

D.  Aesthetic  Dancing. 

Exercise  of  the  arms,  legs  and  trunk  in  two  and  four-movement  com- 
binations. Scissors-hop  (pas  de  sisonne).  Front  and  rear  cut 
with  additional  leg  swings  (coupe  dessous  and  coupe  dessus). 

IV.     Games.    Track  and  Field  Work.     Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  Review  the  vigorous  gymnastic  games. 

B.  Track  and  Field  Work. 

(a)  Review  previous  events.  __ 

(b)  Endurance  runs,  4  minutes. 

C.  Miscellaneous  Activities. 

1.  See  the  remarks  under  this  heading  in  the  first  year's  work.  Keep 
after  the  girls  who  do  not  lead  a  natural  outdoor  life.  Show 
them  the  error  of  their  ways. 

f 

V.     Apparatus  Work 

Eeview  the  apparatus  work  of  the  lower  grades. 

Side  Horse. 

Support: — Free  support  several  times  successively;  also  with  leg  ex- 
ercises. 

IMounts  and  Dismounts : — With  quarter  and  half  turns. 

Change  Seat: — With  quarter  and  half  turns  backward,  and  with 
scissors  backward. 

Vaults :— Squat-,  front-,  flank-,  and  rear- vaults  with  quarter  and  half 
turns. 


so 
MEMORANDA 


81 

Swinging  Rings. 

Jump-high : — Leg  and  trunk  exercises.  Raise  knees  to  a  half  turn-over. 
Short  swings  to  a  half  turn-over  with  straight  legs.  Pendulum 
swings  with  swinging  legs  forward  and  backward  (short  swing). 

Head-high: — Arm,  leg  and  trunk  exercises.  Bent-arm-hang,  short- 
swing,  raise  knees  to  a  half  turn-over.  Bent-arm-hang,  short- 
swing  and  raise  straight  legs  to  a  half  turn-over.  Bent-arm-hang, 
pendulum  swing,  slowly  straighten  the  arms  and  raise  the  knees. 
Hold  on  one  ring  (with  both  hands),  run  forward  and  execute  a 
half  turn  at  the  end  of  each  swing. 

Chest-high : — Arm,  leg  and  trunk  exercises.  Sink  left  to  a  hang-stand 
sideways,  bend  arms  and  sink  right  sideward.  Jump  to  hang- 
stand  frontways,  bend  the  arms.  Jump  to  a  hang-stand  front- 
ways, jump  and  raise  both  knees  to  a  half  turn-over  backward. 

Poles  and  Ropes. 

See  notes  for  the  work  of  the  first  year. 

Horizontal  Ladder,  also  Boom. 

Reach-high: — Cross-hang  and  side-hang.  Arm  and  leg  exercises. 
Bending  and  straightening  of  arms  (chinning).  Travel  forward 
and  backward  with  swinging;   also  with  turns. 

Waist  and  Knee-high: — Arm,  leg  and  trunk  exercises.  Knee-hang- 
lying  with  arm  exercises.  Cross-seat  on  the  ladder,  with  trunk 
and  arm  exercises. 

Vertical  Ladder. 

On  Ladder  and  Floor: — Stand  rearways.    Trunk  and  leg  exercises. 

On  Ladder: — Hang-stand  frontways  and  sideways,  quarter  and  half 
turns.  Arm,  leg  and  trunk  exercises.  Hang  rearways  with  leg 
exercises.     Walking  up,  circling  around  the  ladder. 

Oblique  Ladder. 

See  work  of  the  first  year. 

Balance  Beam. 

Low  Beam : — Walking  forward,  hopping  and  turning.    Walking  back- 
ward.   Gallop  sideward.    Change-steps  with  foot  placing. 
Chest-high : — Front  and  flank  vault  with  turns. 

Giant  Stride. 

Steps,  running  and  flying.  Gallop  forward  and  sideward.  Alternate 
gallop  and  skip ;  also  change  directions.  Alternate  a  given  num- 
ber of  running  steps  and  flight.    Flight  with  complete  turns. 

Traveling  Rings. 

See  work  of  the  first  year. 


82 

MEMORANDA 


83 

MEMORANDA 


84 

MEMORANDA 


85 

FOURTH  YEAR'S  WORK 
I.     Tactics 


A.  General  Tactics. 

Review  the  tactics  of  the  preceding  grades.     Combine  alternations  in 
marching  and  running. 

B.  Special  Tactics. 

Review  the  tactics  of  the  soldier,  the  squad  and  the  company. 

II.     Free  Exercises 


The  essential  exercises  are  the  same  as  indicated  for  the  first  year, 
page  57. 
Co-ordinations. 

(a)  Review  the  co-ordinations  of  the  preceding  grades. 

(b)  Cluh-swinging. 

1.  Alternate  sets  of  swings  in  eight  or  sixteen  counts  with  march- 

ing a  similar  number  of  counts,  (a)  marching  forward  and 
backward,  (b)  marching  sideward  to  and  fro,  (c)  marching 
in  a  square. 

2.  Sets  of  exercises  arranged  to  music. 

III.     Rhythmic  Steps 


A.  Marching  Steps. 

(1)  Alternate  marching  in  common  time  with  running,  and  with  fast 

time. 

(2)  Combined  arm  and  leg  movements  while  marching. 

B.  Dancing  Steps. 

(a)  Social  dancing. 

(b)  Appropriate  original  aesthetic  dances  for  school  plays,  operettas, 

etc. 

IV.     Games.    Track  and  Field  Work.    Miscellaneous  Activities 

A.  Games. 

1.  Develop  the  finer  points  of  the  team  games  of  the  preceding  grades. 

2.  At  times  review  the  essential  vigorous  gymnastic  games. 

B.  Track  and  Field  Events. 

Review  previous  events.     Increase  endurance  runs  to  5  minutes. 

C.  Miscellaneous  Activities. 

1.  See  the  remarks  under  this  heading  in  the  first  year's  work.  Keep 
track  of  the  girls  who  do  not  lead  a  natural  outdoor  life ;  en- 
courage them  to  do  so. 


86 

MEMORANDA 


87 


V.     Apparatus  Work 

Eeview  the  apparatus  work  of  the  lower  grades. 

Side  Horse. 

Review  the  work  of  the  preceding  grades. 

Swinging  Rings. 

Jump-high: — Leg  and  trunk  exercises.  Raise  knees  and  turn-over 
backward,  jump  off  backward.  Short  swing  to  a  half  turn-over 
with  straight  legs,  lower  the  legs  slowly.  Hip-circle  left  and 
right.     Pendulum  swing  with  leg  movements. 

Head-high: — Arm,  leg  and  trunk  exercises.  Bent-arm  swing,  short 
swing,  raise  knees  to  a  complete  turnover,  jump  oif  backward. 
Bent-arm  hang  short  swing  and  turn  over  backward  with  straight 
legs,  jump  off  backward. 

Chest-high: — Arm,  leg  and  trunk  exercises.  Sink  slowly  to  a  hang- 
stand  sideways,  circle  left  (right).  Jump  to  a  hang-stand  front- 
ways, bend  arms,  then  straighten  one  arm  sideward  (forward). 
Jump  to  a  hang-stand  frontways,  jump  and  raise  both  knees  to 
a  turn-over  backward,  return  with  a  jump. 

Poles  and  Ropes. 

See  work  of  first  year. 

Horizontal  Ladder,  also  Boom. 

Review  the  exercises  of  the  preceding  grades. 

Yertical  Ladder. 

Review  the  exercises  of  the  preceding  grades. 

Oblique  Ladder.  

See  work  of  the  first  year. 

Balance  Beam. 

Review  the  exercises  of  the  preceding  grades.    On  the  low  beam,  walk, 
run,    or   hop    in   various    ways   with    two-    and    three-count    leg 
exercises. 
Chest -high: — Front  vault;    flank  vault  with  half  and  quarter  turns; 
rear  vault. 

Giant  Stride. 

Review  the  exercises  of  the  preceding  grades.  Flying  jump  over  a 
rope;   also  with  turns. 

Traveling  Rings. 

See  work  of  the  first  year. 


88 

MEMORANDA 


89 


REFERENCE  BOOKS 

^'Educational   Gymnastics"    (Philadelphia  Hand-books),   by   William   A. 
Stecher. 

''Games  and  Dances,"  by  William  A.  Stecher. 

"Physical  Education,"  by  Emil  Rath. 
Vol.      I.     Gymnastic  Dancing. 

Vol.     II.     Free  Exercises  without  and  with  Hand  Apparatus. 
Vol.  III.     Apparatus,    and    Track   and   Field   Work   for   Girls   and 

Women. 
Vol.   IV.     Apparatus,  and  Track  and  Field  Work  for  Boys  and  Mea 

''Graded  Apparatus  Work  for  Men"  (lower  grade),  by  Emil  Rath, 

"Aesthetic  Dancing,"  by  Emil  Rath. 

"Text-Book  of  Dancing,"  by  Louis  H.  Chalif. 

Vol.     I.     Fundamental  Positions  and  Exercises. 
Vol.  II,     Additional  Exercises,  and  Social  Dancing. 

"Military  Tactics."    Infantry  Drill  Regulations,  U.  S.  A. 

"Manual  of  Physical  Training,"  U.  S.  Army. 


90 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  60 

(a)  Raise  arms  forward. 

(b)  Place  left  foot  forward. 


Figure  61 

(a)  Raise  arms  sideward. 

(b)  Place  left  foot  sideward. 


Figure  62 

(a)    Hands  clinched,  raise  arms  eitlner 

fore-upward  or  side-upward, 
(b)    Place  left  foot  backward. 


Figure  63 

(a)  Place  hands  on  shoulders. 

(b)  Bend  trunk  left  (sidewar'l). 


91 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  64 

(a)  Bend  arms  upward. 

(b)  Stride  left  sideward. 


Figure  65 

(a)  Place  hands  behind  neck. 

(b)  Raise  the  heels. 


Figure  66 

(a)  Place  hands  on   hips. 

(b)  Bend   upper  trunk  backward. 


Figure  67 

(a)  Raise  arms  either  fore-upward 

or  side-upward. 

(b)  Bend  upper  trunk  backward. 


92 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  68 

(a)  Bend  arms  to  thrust. 

(b)  Bend  upper  trunk  backward. 


Figure  69 

(a)  Place  hands  behind  neck. 

(b)  Raise  left  leg  sideward. 


Figure  70 

(a)  Place  hands  on  hips. 

(b)  Bend  knees  (deep  bend). 


Figure  71 

(a)  Place  hands  on  hips. 

(b)  Raise  left  knee  forward. 


93 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  72 

(a)  Place  hands  on  hips. 

(b)  Lower  trunk  forward. 


Figure  73 

(a)  Lower  arms  downward. 

(b)  Bend  trunk  fore-downward. 


Figure  74 

(a)  Place  hands  on  hips. 

(b)  Bend  trunk  backward. 


Figure  75 

(a)   Raise  arms  either  fore-upward 

or  side-upward, 
(b)   Bend  trunk  left. 


94 


GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  76 

(a)  Raise    hands  in  front  of  chest. 

(b)  Turn  trunk  left. 

(c)  Stride  left  forward. 


Figure  77 

(a)  Raise  arms  either  fore-upward 

or  side-upward. 

(b)  Bend  trunk  left. 

(c)  Lunge  left  sideward. 

(b  and  c)   Fall-out  left  sideward. 


Figure  78 

(a)  Bend  arms  to  strike. 

(b)  Turn  trunk  left. 


Figure  79 

(a)  Raise  arms  either  fore-upward 

or  side-upward. 

(b)  Turn  trunk  left. 

(c)  Stride  left  forward. 


95 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  80 

(a)  Place  hands  on   hips. 

(b)  Slightly  lower  trunk  forward. 

(c)  Lunge  left  forward. 

(b  and  c)    Fall-out  left  forward. 


Figure  81 

(a)  Raise  arms  sideward. 

(b)  Bend  trunk  left. 

(c)  Stride  left  sideward. 


■i 

iP^^>^^^^^H 

B  / 

■-^M 

w 

dr^^aBp 

j^H 

Figure  82 

(a)  Bend  arms  to  thrust. 

(b)  Lunge  right  forward. 


Figure  83 

(a)  Bend  arms  to  strike. 

(b)  Turn  trunk  left  and  bend  left. 

(c)  Stride  left   forward. 


96 


GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  84 

(a)  Bend  arms  overhead  to  strike. 

(b)  Lunge  left  sideward. 


Figure  85 

(a)  Bend  arms  to  strike. 

(b)  Bend  trunk  right. 

(c)  Lunge  left  sideward. 


Figure  85 

(a)  Clinch    hands,    bend    arms,    left 

overhead,  right  behind  back. 

(b)  Bend  trunk  right. 

(c)  Lunge  left  sideward. 


Figure  87 

Rhythmic  steps. 

(a)  Right  arm  sideward,  wave  left 

forward. 

(b)  Place  left  foot  forward   (point 

left  forward). 


97 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  88 

Rhythmic  steps. 

(a)  Right  arm  sideward,  wave  left 

forward. 

(b)  Bend  trunk  left. 

(c)  Place  left  foot  forward  (point). 


Figure  89 

(a)  Left  arm  sideward,  wave  right 

upward. 

(b)  Bend  trunk  left. 

(c)  Place  left  foot  forward  (point). 


Figure  90 

(a)  Left  arm  sideward,  wave  right 

forward. 

(b)  Leg  position  during  swing-hop 

left. 


Figure  91 

(a)  Hands  at  waist. 

(b)  Leg  position  during  step-hop  right. 


98 

GYMNASTIC  POSITIONS 

FOR  ALL  SCHOOL  GRADES 


Figure  92 

Rhythmic  steps. 

(a)  Hands  at  waist. 

(b)  Leg  position  during  balance-hop 

right. 


Figure  93 

(a)  Hands  at  waist. 

(b)  Leg  positions  during  curtsy  left. 


Figure  94 

(a)  Left  arm  sideward,  wave  right 

forward. 

(b)  Curtsy  left. 


Figure  95 

(a)  Left  arm  sideward,  wave  right 

forward. 

(b)  Bend  trunk  left. 

(c)  Curtsy  left. 


1 


APPENDIX 


B.     CORRECTIVE  GYMNASTICS 

Most  people  do  not  sufficiently  realize  the  inconveniences  and,  often, 
the  dangers  resulting  from  faulty  posture.  Faulty  positions  lead  to  de- 
creased heart  and  lung  action,  and,  sometimes,  to  a  displacement  of  one 
or  more  of  the  vital  organs.  Through  this  the  person's  vitality  is  lowered 
and  he  becomes  more  susceptible  to  all  forms  of  diseases.  Corrective  work, 
if  undertaken  seriously,  and  persisted  in  by  the  afflicted  person  for  a  certain 
length  of  time,  will  cure  most  mild  cases  of  deformity  and  improve  the  bad 
ones. 

This  chapter  has  been  prepared  to  call  attention  to  the  postural  de- 
formities usually  found  among  school  children,  also  to  give  to  parents, 
teachers  and  pupils  a  selection  of  valuable  corrective  exercises  that  can  be 
performed  anywhere.  No  exercises  upon  special  apparatus  are,  therefore, 
included  in  the  list. 

ROUND   SHOULDERS    (Kyphosis) 
Examination 

When  examining  a  pupil  it  is  necessary  to  determine  the  conditions 
which  have  brought  about  this  faulty  posture.  An  incorrect  sitting  posi- 
tion in  school  or  at  home  is  in  many  cases  the  cause,  while  in  some  it  may 
be  a  shortening  of  the  pectoral  muscles.  In  other  cases,  eye  weakness  may 
be  responsible  for  the  condition.  It  is  important,  therefore,  that  the  con- 
tributory factors  as  well  as  the  corrective  work  be  considered,  and  that  the 
conditions  that  led  to  the  deformity  be  removed.  ^^ 

View-points  for  Corrective  Work 

Exercises  should  be  given  to  increase  the  flexibility  of  the  thorax,  and 
to  secure  a  better  position  of  the  head.  The  shoulders  should  be  drawn 
downward  and  backward,  fixing  them  by  their  adductors  and  depressors. 
This  fixation  of  the  shoulders  allows  the  large  pectoral  muscles  to  eJ*^rt  an 
upward  pull  upon  the  ribs,  thereby  raising  the  chest.  Accompanying  this 
fixation  of  the  shoulders  a  general  straightening  of  the  entire  thoracic  spine 
should  take  place.  Great  care  must  be  taken  to  prevent  a  pushing  forward 
of  the  head  when  drawing  back  the  shoulders.  The  points  to  be  worked 
for  are  a  ' '  raised  chest ' '  and  a  ' '  straighter  upper  spine. ' ' 

A  strict  progression  should  be  observed  in  the  exercises  to  be  given, 
and  the  child  should  not  he  fatigued  by  too  frequent  repetitions.  By  a 
gradual  increase  in  the  number  of  repetitions  and  in  the  difficulty  of  the 
exercise,  a  faulty  posture  can  be  corrected,  and  a  better  carriage  assured. 
This  improved  carriage  will  induce  better  respiration  and  circulation,  and 
consequently  better  physical  and  mental  health. 


100' 

Exercises.     All  movements  are  to  be  repeated  as  often  as  dii  ected  by  the 
teacher  in  charge. 

1.  Sitting  in  a  chair,  hands  placed  on  the  thighs;  raise  the  chest, 
pulling  up  the  ribs  as  high  as  possible.  Hold  this  position  for  a  moment, 
then  relax. 

2.  Lying  frontways  (face  downward)  on  a  table,  bench,  hard  couch 
or  on  the  floor.  Place  hands  on  hips,  then  raise  the  head  backward,  keep- 
ing the  chin  close  to  the  neck. 

3.  Lying  frontways.  Place  hands  on  hips,  then  bend  the  upper  trunk 
backward  (straighten  the  upper  spine).  Caution:  Avoid  bending  in  the 
lumbar  spine. 

4.  As  3,  bending  the  arms  upward,  hands  at  the  shoulders. 

5.  As  3,  placing  the  hands  in  rear  of  head. 

6.  As  3,  raising  the  arms  upward. 

N.  B. — These  exercises,  being  postural,  should  be  taken  on  command 
only  (not  rhythmically).  Ensure  a  firm  contraction  of  the  muscles  in- 
volved, and  observe  accurate  execution  to  avoid  the  production  of  other 
faults.  Turning  of  the  trunk  in  standing  or  sitting  is  a  good  supplemen- 
tary exercise  for  increasing  the  flexibility  of  the  trunk. 


LATERAL  CURVATURE  OF  THE  SPINE  (Scoliosis) 
Examination 

In  this  faulty  posture  the  vital  organs  are  compressed  and  displaced, 
leading  to  a  weakening  of  the  health,  due  to  the  crowding  or  displacement 
of  the  viscera  in  the  thoracic  and  abdominal  cavity.  By  means  of  proper 
exercises  the  abnormal  curve  of  the  spine  will  be  reduced,  if  not  entirely 
eliminated.  In  most  cases  the  convexity  is  toward  the  left.  In  this  case 
(left  scoliosis)  the  pupil's  left  shoulder  will  be  raised  and  twisted  forward, 
and  the  right  pelvic  bone  will  be  more  exposed  than  the  left.  As  a  rule 
there  is  a  twisting  of  the  thorax  to  the  right.  The  triangle  between  the 
right  arm  and  the  body  will  be  larger  than  is  the  left.  When  the  pupil 
bends  forward,  the  curve  may  be  determined  by  the  position  of  the  tips  of 
the  spinous  processes;  and  when  the  pupil  is  sighted  across  the  back  the 
right  side  will  appear  higher  than  the  left. 

The  causes  which  produce  this  mal-position  may  be  too  high  or  too 
low  benches  in  the  schoolroom,  sitting  on  one  foot,  bad  lighting  when  w^ork- 
ing  in  school  or  at  home,  continually  carrying  books  or  other  heavy  objects 
on  one  arm.  These  causes  should  be  removed  first.  One  leg  being  shorter 
than  the  other  may  be  the  cause  for  scoliosis.  A  built-up  shoe  then  must 
be  worn  on  the  short  leg.  Pott's  disease,  indicated  by  twitching  of  the 
back  muscles,  may  be  the  cause.  In  this  latter  case,  also  in  tubercular  af- 
fection, no  correction  by  exercises  should  be  attempted,  but  the  case  should 
be  given  into  the  hands  of  a  competent  orthopedic  surgeon. 


'  101 

View-points  for  Corrective'  Work 

The  most  important  muscles  which  will  correct  tliis  faulty  posture 
must  first  be  strengthened  and  shortened  by  repeated  strong  contractions 
(this  on  the  side  toward  the  convexity),  and  the  fellows  on  the  opposite  side 
must  be  stretched  in  proportion.  In  nearly  all  cases  of  long  standing  a 
compensatory  curve  to  the  opposite  side  is  found  in  the  lumber  region. 
As  the  dorsal  curve  is  eliminated,  this  compensatory  curve  often  disap- 
pears.     If  not,  the  exercises  must  be  modified  to  include  this  curve. 

If  the  curve  is  primarily  in  the  lumbar  region  a  short  leg  usually  is 
the  cause. 

Creeping  exercises  are  valuable  in  causing  a  forcible  contraction  of 
the  muscles  at  either  side  of  the  spine,  thereby  causing  a  vigorous  bending 
toward  the  desired  side.  Creeping  is  excellent  also  for  increasing  mobility 
of  the  spine.  Mal-positions  that  cannot  be  corrected  by  simple  exercises 
always  should  be  placed  under  the  care  of  an  orthopedic  surgeon. 

Exercises  (for  left  scoliosis).     Repeat  movements  as  often  as  directed. 

1.  Side  stride  stand  with  left  hand  on  hip.  The  right  arm  is  bent  to 
strike,  or  placed  in  rear  of  head,  or  stretched  upward,  as  a  starting  posi- 
tion.     In  this  position  bend  the  trunk  to  the  left. 

2.  Left  hand  on  the  curve,  right  hand  on  hip,  slow  marching  forward 
or  backward  (press  hard). 

3.  As  2,  with  the  right  hand  in  various  starting  positions  to  increase 
the  leverage. 

4.  Lying  on  the  right  side  on  a  table,  feet  fixed,  body  over  the  table's 
edge  to  within  a  few  inches  of  the  waist.  Place  the  left  hand  on  the  hip 
and  raise  the  right  arm  to  strike,  or  behind  the  head  or  upward.  In  this 
position  bend  trunk  to  the  left. 

5.  Lying  as  in  4,  raise  the  right  arm  upward  and  the  left  arm  side- 
w^ard.     In  this  position  bend  the  trunk  left. 

6.  Creeping  position,  bringing  the  left  knee  close  up  to  the  left  shoul- 
der, at  the  same  time  stretching  the  right  arm  upward  and  the  right  leg 
downw^ard  as  far  as  possible. 

Note. — The  most  successful  work  in  the  eliminations  of  mal-positions. 
especially  of  curvatures,  is  done  by  over-correcting  the  curve ;  i.  e.,  bring- 
ing about  a  curve  to  the  opposite  side,  and  then  strengthening  the  holding 
muscles  by  giving  each  side  equal  work. 

.  INCREASED  CURVE  OF  THE  LOWER  SPINE  (Lordosis) 

Examination 

In  examining  a  pupil  for  an  abnormal  curve  in  the  "small  of  the 
back''  the  examiner  will  find  an  exaggerated  pressing  back  of  the  hips  ac- 
compnnied   usually  by  a   too-pronounced   pushing   forward   of   the  chest. 


102 

Sometimes: t^^'^i^'WsVsfyiftg  "back,  accompanied  by  a  pushing  forward  of 
the  hips.  The  result  of  this  unnatural  curve  is  an  abnormal  stretching 
of  the  posterior  muscles  (the  erector  spinae)  manifesting  itself  in  back- 
ache. Often  there  also  is  a  serious  displacement  of  the  organs  of  the  ab- 
dominal cavity. 

View-points  for  Corrective  Work 

Exercises  should  be  selected  that  help  to  decrease  the  abnormal  curve 
in  the  lumbar  spine,  and  which  help  to  strengthen  the  muscles  whose  func- 
tion it  is  to  hold  the  spine  in  its  natural  position. 

Exercises.     Repeat  as  often  as  directed. 

1.  Sitting  on  a  chair,  bend  fore-downward  as  far  as  possible^  relaxing 
all  the  muscles  of  the  back. 

2.  Lying  on  the  back  on  the  floor,  hands  at  the  sides;  raise  the  knees 
up  and  backw^ard  as  far  as  possible. 

3.  Hang  by  the  hands  from  a  bar;  raise  the  knees  upward  as  far  as 
possible, 

4.  Lying  on  the  back,  hands  on  the  floor  at  the  sides.  Raise  the 
trunk  (the  hands  assisting)  and  bend  it  fonvard,  reaching  forward  with 
the  hands  as  far  as  possible. 

5.  Lying  on  the  back;  hands  on  the  floor  at  the  sides.  Raise  the 
straight  legs  upward  and  backward  as  far  as  possible. 

6.  Lying  as  in  5,  raise  the  trunk  upward  and  then  bend  it  forward  as 
far  as  possible. 


103 

MEMORANDA 


104 

MEMORANDA 


M 


THIS  BOOK  IS  DUE  ON  THE  I.AST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OP  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


■Am- 


I9:w 


m'i     4  19-^ 


DEC  86  1939 


fEB_22194i 


'^PR    24  1948 


AWa^'50^- 


1^2QWar54Vl 


WAR  9     1954  LU 


nhn'!>7r-\v 


REC'D  l-D 


Jft^W^VuSE 


DEC  301960 


^ 


\M^}% 


C'O 


mf 


tcr 


ttj 


Mi 


13Jan'64VEX 


iprr 


LD  21-95m-7 '37 


YC  27403 


601739 


UNIVERSITY  OF  CALIFORNIA  UBRARY 


